Describes ways in which the prologue can be used in the classroom to illustrate the basic five-step outline of the essay. (KS)

Examines the whole area of contemporary composition theory. (AEA)

Words, especially written words, must be chosen reflectively; the goal of the English teacher should be students' accuracy of expression. (KS)

Offers a poet's reflections on writing and his schooling. (PRA)

Analyzes the reasons for teaching English in Canadian schools, viewing the arguments both for and against it. (RB)

Describes the commercial ghostwriting of academic papers and delineates ways in which teachers and administrators can combat this type of plagiarism on college campuses. (KS)

Summarizes the responses to the Canadian student poetry contest, called Pandora and sponsored by the Canadian Council of Teachers of English, and presents 27 of the 100 winning poems selected from the more than 50,000 submitted. (TO)

Explains how to use various periodicals to demonstrate to composition students that writing style is both accessible and controllable. (AEA)

Examines the characteristics of a sound and effective writing workshop program and discusses steps for planning such a workshop. (HTH)

Considers the preeminence of form and function over content in composition. Notes the effects of this perspective on teaching English, especially written English. (RL)

Details the author's struggle to come to terms with the separation between her public/academic writings and the lifelong history of private, personal writings. Explains that in attempting to validate herself as a writer, she seeks to connect, to tie, to know, and to "sew" her experiences with those of other female writers. (TB)

Describes how a writing teacher teaches writing, in part, by using figures of speech to ground the abstract process of writing concretely in the students' own experience. Suggests the gender of the students makes a significant difference in the effectiveness of a given metaphor for teaching writing. Employs metaphors to demonstrate the use of…

Explores some of the important aspects of language learning in the teaching of English in the United Kingdom. (RB)

Introduces a teaching technique for composition in which learning occurs in an atmosphere of experimentation and imagination, in an atmosphere of the hypothetical, and in an atmosphere of discovery. (RB)

Discusses three factors that should be taken into account before a writer sets out to write an essay: audience, purpose, and personality of the writer. (AEA)