The establishment or continuance of departmental writing performance standards and evaluative procedures may be justified in terms of fairness to students, content teachers, and writing teachers. (DD)

Describes a workshop approach to teaching writing which involves peer evaluation of student papers. (DD)

Describes how a "Committee on Composition" might go about involving high school teachers in all disciplines in the teaching of writing. (DD)

Points out the need for professionals to write in simple English and presents many examples of "windy phrases and gobbledegook." (GW)

The criteria needed for preparing proposals are outlined and several samples of successful ESEA Tile IV-C Mini-Grants are provided. School librarians are seen as the best persons to write such proposals because of their collection knowledge, and their ability to suggest solutions to educational problems. (Author/MBR)

Describes an approach to teaching writing which involves helping students to become aware of the sound of their voices on paper. (DD)

Encourages writing teachers to ask their students to explain in writing why they selected the rhetorical strategies they did. (DD)

Describes the evolution of a "scrambled paragraph" exercise to show how to bridge the gap between laboratory exercise and students' criticism of their own writing. (DD)

Describes an approach to teaching freshman composition which begins with the study of the power of words. (DD)

Describes an approach to writing based on students' examination of social relationships. (DD)

Summarizes fifteen ERIC documents as these deal with the definition of technical writing and the distinction between technical and literary writing. (DD)

Raises four questions which might generate research into the teaching of advanced skills of literacy to young adults. (DD)

Summarizes the work of Jean Piaget and others as it demonstrates the essential continuity of natural thought processes and formal rhetorical structures. (DD)

Composition Teachers who write persistently have several advantages over those who don't. (DD)

Describes the inconsistencies and inaccuracies in 50 instructors' markings of some 2,000 freshman English themes. (DD)