Discusses five "rules" of language use that can be broken: (1) don't use contractions in formal writing, (2) every paragraph should have a topic/clincher sentence, (3) never end a sentence with a preposition, (4) Avoid "I" and "you" in formal writing, and (5) never begin a sentence with "and" or "but." (EL)

Examines the competing educational paradigms in writing instruction concerning instruction in style. Offers suggestions for restoring matters of style to the curriculum. (HTH)

Concludes that there is some congruence between the majority of Nova Scotia's English teachers' beliefs about writing and some aspects of current research findings concerning the writing process. (AEA)

Examines the marginal benefits and possible harm of teaching intensive traditional grammar to writing students. (HTH)

Designed for instruction in letter writing for secondary English classes, this article suggests that students write for free items. (DF)

Guides to assist students in evaluating and revising or rewriting their written works are presented and discussed. (HTH)

Describes a project in a third-year Latin class in a high school in the Appalachian foothills in which students (1) identified and analyzed classical rhetorical devices in speeches by Winston Churchill and Martin Luther King Jr.; (2) used rhetorical frames; and (3) wrote their own speeches as part of a year-long writing exchange with senior-level…

Outlines methods for presenting grammar and punctuation in a one-semester community college classroom. Discusses misconceptions often held by students and misconceptions occasionally held by instructors. (RS)

Believes that a historiographic inquiry into Meridel Le Sueur's work as a teacher of writing can extend conversations about textual property that are taking place in English studies today. Concludes that "Worker Writers" stands as Le Sueur's call to working-class women and men to strengthen their communal ties, to make their lives more visible…

Explores some queer and performative objections, challenges, and counterproposals to the identity-based pedagogies still dominating composition studies and closely related fields, bringing to the foreground pedagogies that take the instability of identity as a starting point and move toward even greater deconstruction. Proposes a tentative…

Argues the need for additional experience in language for social action in contexts where English teachers can provide scaffolding, monitoring and intervention. Concludes that students must have experiences in real writing contexts that lead them to face the linguistic and other demands which will enable them to develop the competencies they need.…

Shows how teachers can increase students' general appreciation of literature and improve students' writing skills by studying literature with legal issues and images of the law. Cites several examples of such literature, including Geoffrey Chaucer's "Canterbury Tales," William Shakespeare's "Measure for Measure," and Jonathan…

Provides an extensive narrative describing how the full-time English faculty at Saint Mary's College in Notre Dame, Indiana, developed a successful advanced writing requirement. (HB)

Describes how one English teacher used experience as a professional writer to change how she approached writing instruction in a seventh-grade English class. Outlines a method centered on extensive revision and the submission of writing portfolios. (HB)

Discusses the early twentieth-century perception that Harvard writing scholars influenced writing instruction and literary scholarship and that individuals of stature at Cornell, Michigan, and Columbia universities thought it was a bad thing and resented it with considerable intensity. Tells the story in personal correspondence, MLA resolutions,…