Proposes that it is essential for creative nonfiction writers to establish a personal ethics of telling. Contends that it is irresponsible of college writing teachers to allow students to think of classrooms as extended diaries where all that matters is that the student get it down on the page. Concludes that in the end, each writer is accountable…

Contends that to tell one's own true story, to write personal creative nonfiction, is to tell other people's true stories as well. Notes that because of an author's insistence on her own perspective, creative nonfiction is not fair, but it is true. Concludes that the primary aim of creative nonfiction is to tell a good story. (PM)

Maintains that it is correct to acknowledge in scholarly writing journals that writing is hard, often frustrating work, but that the satisfaction of writing also needs to be addressed. Argues that student writers need to be encouraged to discover and even savor the range of large and small rewards which attend their own writing and thinking. (RS)

Discusses two distinct views on what a quote is: the exact words of a speaker, or a journalist's rewritten or fabricated version of the speaker's words. Argues that paraphrasing allows writers to taint the evidence and causes the loss of the speaker's voice and the loss of credibility and independent corroboration. (SR)

Examines journalism students' attitudes toward revision and the kinds of changes students make as they revise. Finds that students perceived revising their work either helped them earn a better grade or helped them learn more from the assignment and that surface level changes predominate over meaning changes. Discusses five guidelines for teaching…

This study involved 103 kindergartners, 52 of whom received instruction on a picture-word processor system. Results indicate that students who received the picture-word processor instruction responded enthusiastically to the system and did significantly better in reading than those who received no instruction. (SH)

Presents a positive view of collaboration in rhetorical scholarship, citing both the theory in favor of it and the positive experiences of scholars in the field of rhetoric. Offers some guidelines for successful scholarly collaborations. (PRA)

Examines the relationship between technical writers and their texts. Suggests the amount of ownership any writer has varies depending on context; therefore, in technical writing, the more a document represents an organization, the less likely the words and ideas are to be solely under the control of the writer. (NH)

Offers a brief history of portfolio assessment, addresses question teachers should consider when implementing portfolios, and gives a classroom scenario using portfolios. Describes the impact of portfolio grading on students, discussing power issues and student attitudes, and increasing student power. (SR)

Argues that students need a course in grammar and that the teaching of grammar should not be considered remedial. Discusses grammar at the college level, and making grammar relevant to high school and college students. (RS)

Surveys British academics. Reveals a divide between writers who favor a word processor as their main writing tool and those who favor the pen or pencil. Finds that word processors are both indirect and delayed. Suggests that educators may need to legitimate handwritten drafts or reversion to handwriting for some word-processor users. (RS)

Describes a writer's professional relationship with the scholarly figure of David Bartholomae and his collection of writings. Considers the issue of authority, social class, and tone in a writer's relationship to his or her sources, subjects, or readers. (TB)

Describes the attitude of the author, a journalism instructor, who emphasizes in his classes that journalism is work worth doing, even fun, despite the fact that its hard work for low pay. Notes the importance of accomplishing this while also demanding meticulousness in students' work. Describes ways the author accomplishes this. (SR)

In this book, author Peggy Campbell-Rush shares the strategies she relies on to teach young students not only how to read and write, but also to love to read and write. Teachers will find close to 100 tips, ideas, and activities that they can implement immediately, including: the dos and don'ts for reading aloud; putting new twists on tedious…

The roots of technical writing are deeply planted in the field of mining engineering, with its emphasis on economics, value, and social stability. In the mid-16th century, Georgius Agricola published "De Re Metallica," a compilation of knowledge about mining and metallurgy. Agricola sought to explain the reasoning behind some of the…