This article describes a pilot study that suggests writing-faculty workload may affect the pedagogical focus and rhetorical effectiveness of written response to students' essays. To study the relationship between writing-faculty workload and comments that faculty write on students' essays, the author sent an eleven-question survey to 30 English…

This textbook presents an eighth-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time,…

This textbook presents a fourth-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time,…

This textbook presents a seventh-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time,…

This textbook presents a sixth-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time,…

Describes two "found poetry" projects that provide a bridge between verse and prose, and which help students focus on a particular poet or literary character. (MM)

Relates the author's experiences first studying rhetorical theory with Professor Richard Lloyd-Jones, and then preparing a tribute to him by attending his classes and talking with him. (PRA)

Provides a theoretical framework by which traditional prosody might be reformulated according to reader response insight. Advocates prosody taking the form of a "story of reading." Advocates a narrative style of prosodic criticism. (HB)

Offers suggestions from 18 teachers on how to incorporate music into English classes. (PRA)

Discusses the link between writing and the metaphor of voice. Examines aspects of reading and writing that are promoted through such discursive connections and what alternative approaches to writing and reading might be emphasized in their stead. Discusses how practices in the classroom change when the voice metaphor is not emphasized. (PRA)

Compares and contrasts two prominent theories of composition, social constructionism and expressionism. Argues that, although these two theories tend to be viewed as polar opposites, they actually share many points of connection. Shows how these two approaches can be utilized together in the composition classroom. (HB)

Describes trends or issues that concern practicing English teachers, including (1) "Technical and Business Reports That Become Research Papers"; (2) "Students as Recipients, Not as Doers"; (3) "Linking Academics and Vocational Studies"; (4)"Inquiring Minds"; (5) "Lack of Student Instruction in…

Demonstrates how the tragedy of the 1986 space shuttle "Challenger" provides an example of how communication through memos and letters concerning O-ring problems went awry. Presents some methods by which the technical writing teacher might incorporate this material into their writing curricula. (HB)

Considers how Aristotle uses the Greek term "kairos" (right timing and due measure) in his "Rhetoric." Examines each of the 16 references to "kairos" in the "Rhetoric." Argues for a fuller understanding of Aristotelian "kairos" among contemporary theorists of rhetoric. (HB)

Describes a duality pitting the writing center against the classroom. Considers the relationship between these two spaces. Argues that the writing center can provide an alternative to the authority of teachers and classrooms. Suggests strategies for minimizing tension between classroom and writing center. (HB)