Explores the difficulty in defining cliche and distinguishing it from other idiomatic and indelible expressions in the English language. (HTH)

Argues that, through its style, scientific communication conveys a view of the world as the causal interaction of physical objects and events. Claims that, to teach students to write experimental reports, composition teachers must see and study matters of style and organization as parts of a world they cannot enter or influence without knowledge…

Discusses the problems and benefits arising from a series of faculty workshops and a writing across the curriculum program. (MM)

Advocates modeling as an appropriate approach to teaching composition, provided teachers select models carefully and present them as paradigms of dynamic processes and as hints leading to avenues of discovery. Uses N. Scott Momaday's "The Way to Rainy Mountain" to illustrate how such a model can be used to assist student invention. (RBW)

Recommends teaching students the exploratory essay as a means of contributing to the larger effort of revitalizing the humanities by restoring the spirit of inquiry to a place of currency and honor and by educating people to communicate freely with one another. (EL)

Describes and laments over the problems of working writing centers on college campuses, including misinformed students and faculty, the lack of adequate facilities, and the lack of professional respect. (CRH)

Presents conversations and writing from a basic writing night course indicating students' improvement through peer interaction and the infusion of grammar on an as needed basis. (HTH)

Describes the problems of writer-based writers, who are unable to select and relate their knowledge effectively, and proposes exercises to develop their writing skills. (MM)

Presents insights that the Oral Proficiency Testing Program of the Foreign Service Institute can give writing teachers and focuses specifically on how these insights can help them to identify and articulate appropriate objectives for basic writing courses and to develop curricula appropriate to those objectives. (EL)

Gives recommendations for sequencing writing assignments in courses structured by genre or definition, by chronology, and by theme. (CRH)

Presents a model of the writing process using three stages of drafting: zero drafting--the discovery and initial realization of the topic; problem solving drafting--the identification and resolution of major conceptual and organizational problems; and final drafting--the attempt to arrive at the best possible solution to a rhetorical problem. (MM)

Establishes a typology of nine profiles that display how content and form are generated, organized, and reassessed from intention to revision. (MM)

Presents a method of evaluating writing that (1) reduces teachers' marking time; (2) facilitates rather than judges student writing; (3) emphasizes performance rather than finished product; (4) provides double feedback, before and after revision; (5) helps bridge successive drafts by requiring immediate revision; and (6) improves student writing.…

Advocates using schemata developed by psychologist William Perry as a developmental model for composition courses and writing across the curriculum programs. (CRH)