Recommends using imitative methods, including copying, to teach composition students vocabulary, spelling, sentence sense, grammar, fluency, and style. (AEA)

Suggests that using a formula approach to constructing topic sentences can serve to motivate student writing and to inform students about the methods used to produce mass circulation fiction and tabloid writing. (AEA)

Shows how cloze procedure can be used in teaching writing as well as reading. Contains examples of cloze passages. (HTH)

Provides the author's impressions of the 1979 Canadian Council of Teachers of English Conference at Ottawa, noting the three prominent areas of concern: the assessment of writing at all educational levels, the teaching of writing to non-matriculation students, and continuing education for the writing teacher. (RL)

Stresses the importance of the teacher's attitude toward the student in effective teaching, especially in composition courses. (RB)

Describes the success of a workshop during which authors discussed their work and their craft with teachers and students. (RL)

Discusses the development of the Canadian Heritage Writing Competition and the opportunities it has offered young Canadian writers. (AEA)

Shares an approach to teaching composition that uses checklists to clearly specify course objectives and student evaluation criteria. (RL)

Offers observations about the borrowing of written texts within a corporation called Cerebellum Inc. Attempts by doing so to initiate a dialog about the culturally constructed concept of plagiarism and the practice of borrowing from other people's work. (TB)

Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

The coauthor of "Stack the Deck," a junior and senior high school composition program, discusses the program's philosophy and its implications for composition teachers and their students. (HTH)

Describes the use of literary models, exemplified by scientific discourse and popular folk music, in a composition program. (AEA)

Techniques for teaching letter writing in a composition class are given, using actual employment ads for which letters of application are written. (HTH)

Challenges the traditional notion of plagiarism in terms of students who write in English as a second language (ESL). Proposes what constitutes legitimate language re-use. Concludes that professors should change their methods of teaching to accommodate ESL students' learning methods and expectations. (PM)