Argues that reading has dominance over writing in the academy and that this imbalance is unnecessary. Explores the site of conflict between reading and writing. Suggests how to end this conflict and thereby create a more productive interaction between reading and writing. (HB)

Considers the way one writing teacher helped students realize that they can make a difference in public policy decisions and issues. Argues that students be given a choice in choosing writing topics. Claims that writers must have an emotional investment in what they produce. Advocates democracy in the classroom. (HB)

Considers the benefits for kindergarten through college teachers of a two-week interdisciplinary institute called the "Truckee River Community Project." Outlines the objectives and methods of this project, which focused on an intensive study of the Truckee River of the High Sierras in Nevada. Argues for the value of the personal…

Describes how one English teacher celebrated the power of students' personal writing to clarify and validate their own personal life experiences. Argues for the use of personal narrative in teaching students to develop as writers and thinkers. (HB)

Describes the methods by which one teacher prepared eighth-grade language arts students for the Florida Writing Assessment exam. Considers the pros and cons of such activities. Advocates activities in which students are asked to evaluate each other's writing. (HB)

Asserts that professional writing belongs on equal footing with other courses in the college English curriculum. Proposes reforms for the integration of professional writing into the English curriculum. Focuses on particular issues that must be confronted and gives practical steps to take in achieving such reforms. (HB)

Presents an annotated bibliography of 154 writing textbooks published or reissued in 1994. Includes sections covering developmental and ESL writing texts, first-year writing texts, advanced writing texts, and professional texts. (HB)

Analyzes the nature of the complexity of student writers of narrative in secondary schools. Focuses on the affective development and the narrative structure of student writing. Provides a framework based on structuralist theory resulting in a detailed insight into the achievements of student writers of narrative. (HB)

Argues that medieval popular literacy can provide a crucial link for understanding alternative literacies. Claims that medieval practices explain some contemporary literacy practices, especially those outside the academy. (HB)

The majority of college English departments in America identify and categorize their writing courses by genre. Because of this, writing instruction as a field represents teaching interests and results in written products that are diverse enough to suggest that departments should hire writing specialists who have equally diverse credentials in the…

Based on the idea that an individual cannot understand literature, philosophy, or rhetoric without knowing the field's historical content, this book traces the evolution of the growing and ever-changing field of composition/rhetoric through numerous schools of thought, including Platonism, Aristoteleanism, New Criticism, and the current…

Through a review of literature, this paper notes that journalism has been fulfilling several elements considered crucial in the language arts program for many years, more richly and more understandably for students than many traditional English composition courses and other writing classes. In view of this, and in light of the many educational…

Presents the composition program policy statement of the Indiana University-Purdue University at Fort Wayne. Discusses the following topics: (1) the goal of freshman writing courses; (2) rhetorical awareness and context; (3) the writing process; (4) areas often overemphasized; (5) writing assignments; and (6) evaluating student writing. (JG)

Annotates a selection of text-analysis and writing instruction software programs (excluding word processing), both available and in development. (MS)

Recommends teaching journalism as an English course or in combination with an English course to ensure the continuation of journalism education in the face of more stringent graduate requirements. Describes such a course, which includes literature, a research paper, and regular composition assignments. (HTH)