Describes 3 assignments for introductory-level business writing students (who have already learned the fundamentals of document design) that present design challenges in a sales letter, a resume, and a memo report and instructions, to be introduced in class over a period of 8 to 10 weeks. (SR)

Describes one teacher's difficulty in getting his eighth-grade students to revise their writing. Discusses his successful use of writing "skeletons" to help define what revision is and to teach a structure for one type of revision. (SR)

Examines the types of documents written by 23 executives/managers in 2 different companies, finding that the most frequently written documents are memorandums and letters. Notes implications for business writing courses. Suggests that students be required to prepare a wide variety of documents in business writing courses. (SR)

Examines several pieces of writing (class assignments as well as writing done outside of school) by the author's 10-year-old daughter. Notes the different kinds of learning promoted in them, and maintains that school writing assignments should be as "real" as possible. (SR)

Considers the problems with ranking students' written work and some of the benefits of evaluating. Argues that teachers should do less ranking and more evaluation. Discusses the limits of evaluation. Asks teachers to foster a "liking" for their students' writing. (HB)

The aim of this study is to (1) examine, from a sociological perspective, the content of the reading required in a master's course in a U.S. university; (2) investigate the text types found; and (3) assess the learning achieved from the readings by an English-as-a-Second-Language student. (35 references) (JL)

Maintains that composition teachers should urge students to combine linear, objective, abstract masculine tradition with its opposing circular, sensual, subjective, contextual, committed discourse of femininity. Advocates doing so by using the essay to explore a contemporary controversial issue. (SR)

Describes an assignment in which students write a business report on a company they would like to work for, thus providing motivation while they learn the technical aspects of writing a business report. (SR)

Describes a method for developing writing expertise in English-as-a-Second-Language students that involves a sequence of five writing assignments. The method addresses the concerns of writing teachers and researchers and provides students with experience in academic writing. (12 references) (VWL)

Describes the very first interviewing and writing assignment that introductory students do in a high school journalism class. (SR)

Discusses a writing assignment in which students write biographies comprised of literary genres such as dialogues, poems, newspaper articles, obituaries, songs, and letters. (RS)

Offers a pedagogy that invites students to know firsthand how traditional poetic forms are both historic artifacts and living practices. (RS)

Asserts that contemporary women novelists from the Caribbean are writing a new chapter in the literature of adolescence--a study of connections. Discusses the works of Carol Gilligan, and the idea of measuring women's development against a different truth than the male standard. Presents a 10-item annotated reading list. (PRA)

Describes a writing assignment that uses metaphors to encourage students to rethink their assumptions about writing and about themselves as writers. Discusses metaphors of process and speed, fear and courage, control, silence, and metaphors as invitations. (PRA)

Offers three writing activities in the areas of language arts, life science, and visual arts. (MG)