Explores activities described in ERIC documents that are designed to create in the student an awareness of audience beyond the classroom setting. (HTH)

A novelist, poet, and painter describes her method of teaching creative writing. (AEA)

Three types of validity are discussed: content, criterion, and construct. It is suggested that those who teach and evaluate student writing should be aware of the need for valid and reliable measures of evaluating and grading student compositions. (KC)

Encourages the Yale English Department to put an end to the unnatural separation of the teaching of literacy and the teaching of literature. (DD)

Briefly summarizes the symmetrical form typically used for doctoral dissertations. Focuses chiefly on the eight sections of the dissertation's first chapter: introduction, statement of the problem, statement of purposes, hypotheses, definition of terms, assumptions, limitations, and significance of the study. (AYC)

Pleads for ethics as a dominant concern when teaching the informative writing process. Explores the problem of teaching ethical writing (discourse combining the best qualities of moral, intellectual, emotional, and practical character), especially regarding how generalizations are to be supported by illustrative details, evidence, and examples.…

Drawing on his own experiences as a student and as an English teacher, the author considers the learning value of the marks and comments teachers make on students' compositions. (SJL)

From the language labs to algebra class, writing instruction is an integral part of the total curriculum at Hanover High School in New Hampshire. (Author/MLF)

Pulitzer Prize-winning author and television script writer Alex Haley offers advice to aspiring writers, pointing out that the main factor in success as a writer is the willingness to devote great quantities of time to writing. (AEA)

An analysis and appreciation of H. L. Mencken the writer, and Henry Mencken the man. (RL)

Lists eight reasons why teachers gain from having students keep daily, in-class journals. (RL)

Offers the author's account of her experiences in planning the 1980 convention of the Conference on College Composition and Communication, reports professional trends as reflected by the program proposals, and offers advice to those who wish to participate in future conferences. (FL)

Teachers may be relieved by time burdens of grading every essay, and students may receive a positive instructional influence, through the use of peer editing of student papers. (JD)

Describes the structural similarities inherent in musical and linguistic compositions and how they reflect basic human impulses and principles of effective composition. Uses Bach's "Passacaglia" to illustrate the characteristics of good composition. (JMF)

Argues that too little information on audience analysis is available to technical writers and suggests that such analysis should be done in relation to the reader's level of competence and motivation. (TJ)