Discusses the current state of the teaching of composition, with references to a number of surveys and studies on the topic written from 1894 to the present. (TO)

Encourages the Yale English Department to put an end to the unnatural separation of the teaching of literacy and the teaching of literature. (DD)

Describes the development, the purpose, and the accomplishments of the writing laboratory at the University of Wisconsin. (RB)

Examines long-held assumptions and raises questions about the practice of using tests to evaluate the performances and abilities of students taking English composition. (RB)

Encourages English teachers to consider student themes as real texts, and discusses the bond between the teaching of literary works and the teaching of composition that would be forged thereby. (DD)

Discusses the effects of the open door policy on education, and sketches a picture of the kinds of students who are attending the composition courses offered by junior colleges. (RB)

Discusses "Some Thoughts Concerning Education" by John Locke, and Charles William Eliot's Inaugural Address to the First Papish Church in an attempt to arrive at a coherent ideology on teaching composition. (RB)

Suggests that the act of writing is a process of discovery in which students become aware of their thoughts and acquire knowledge by making their ideas take shape on paper. (RB)

Argues that studying English can equip students to grapple with the abstractions, concepts, and vague or ambiguous utterances they encounter in other endeavors. (RB)

Examines Basil Bernstein's principles on language as set forth in "Class, Codes and Control: Theoretical Studies towards a Sociology of Language" and applies them to the teaching of English composition. (RB)

Describes a writing program, as a major area of study, at the University of Puget Sound. (JM)

Considers ways an English department can offer a course in business writing without sacrificing its commitment to the liberal arts tradition. (GT)

Applies the principles of Jean Piaget to the development of the cognitive processes used in reading and writing at the college level. (RB)

Reviews the current state of the art of teaching writing and reviews the research related to writing. (RB)

Presents a taxonomy of writing instruction, a model or paradigm of the writing process, an application of this model to the teaching of writing, and an explanation of the empirical basis of the model. (Author/GW)