Considers teaching about language to be more important than teaching of grammar. (HOD)

Relates the evaluation of a secondary school writing program that concentrated on three areas: (1) the level of group participation and group feeling generated in the classroom, (2) the level of security felt by students and teacher within the process approach, and (3) the linking of the students' reading and writing. (HOD)

Argues that a critical area in the advancement of literacy is the production of textbooks that reflect recent insights on language and discourse. Examines procedures by which textbooks are reviewed and produced and suggests guidelines for the establishment of rational criteria for textbook production. (FL)

Discusses the discrepancy between theory and practice in writing instruction. Offers suggestions for improving such instruction. (EL)

Describes a system for arranging assignments in a composition course that aims to prepare students for academic writing, by focusing entirely on exposition and its conceptual demands. (HTH)

Describes how the structure and size of the freshman writing class was changed to deal with the large demand for these classes and the problems in staffing them. Discusses the university's commitment to writing across the curriculum, the writing center, the student tutor program, the use of a collaborative-workshop method, and the writing…

Reviews important works concerning the teaching of literature and writing in order to provide insights to serve as catalysts for reconsidering current literature and writing curricula. (JL)

Presents a summarized, first-person account of implementing an English curriculum based on Pualo Freire's approach to literacy education and on Lev Vygotsky's work on the internal learning process. (RL)

Argues that the definition of teaching content for imaginative writing in Scotland's national curriculum guidelines is problematic and that the definitions of process and context are not sufficiently coherent to provide a sound basis for planning and teaching story writing. Indicates how the writing criteria applied to national tests of writing…

Explores the need for technical writing instruction for English majors. Reports that English majors entering M.B.A. programs felt unprepared for technical writing and business communication. Argues that technical writing instruction would broaden preservice English teachers' discourse education and their knowledge of the kinds of writing people do…

Describes how one English teacher revised course goals and journal writing assignments to promote better thinking and writing in a college literature course. Concentrates on the way "Beowulf" was taught and the kinds of writing about it that were produced by students as a result. (HB)

Focuses on the tutorial function of writing centers. Describes the uniqueness of the tutorial relationship. Claims that this relationship makes possible knowledge about writing unavailable in more institutionalized settings. Analyzes extensive excerpts from student comments concerning tutorial experiences. (HB)

Examines the ways English teachers might try to make progress with uninterested and/or problem students. Narrates one teacher's experience with a particular male student, and how she partly got through to him. (HB)

Presents a transcript of an interview with successful young adult author Jerry Spinelli. Describes the techniques and writing strategies used by Spinelli. Discusses ways of generating stories, and the author's concept of his audience. (HB)

Considers Mark Twain's novel "Huckleberry Finn" as an object of literary instruction, especially its racist overtones. Argues that Twain's depiction of the runaway slave Jim is positive. Shows how Twain's novel might be used from a multiethnic approach. (HB)