Suggests the need to integrate drama into any future unified theory of the writing and reading process as symbolic action. Argues for the use of drama as an analogy for re-thinking pedagogy, because drama provides a mode of thinking that emphasizes the interplay of agent and structure. (RS)

Evaluates a method of re-drafting that puts the emphasis on meaning rather than appearance of text and reveals pupils' ability to improve their written work unaided. Presents evidence concerning how a group of low ability students alter their own written work when reading it aloud. (MG)

This article describes a process-oriented writing program for use with learning-disabled students at all grade levels. Strategies for helping students at the planning stage, the drafting stage, and the evaluation and revision stage are offered. (DB)

Suggestions are offered of ways to encourage the development of writing skills through the supportive sharing and provision of feedback. Suggestions are included for classroom writers' circles, writers' conferences, and editing/revising strategies. (DB)

Examines young children's emerging abilities to organize their written language performance under different writing conditions, before they are able to read and write conventionally. (PCB)

Twenty-one learning-disabled eighth and eleventh graders wrote essays and answered a questionnaire concerning metacognition. Subjects were comparable to normally achieving sixth graders in their essays' interestingness, clarity in communication of goals, word choice, paragraph structure, and metacognition about the writing process. (Author/JDD)

Provides an artistic prewriting activity to help students design the characters in the stories they write. (MG)

Techniques are discussed for encouraging students to write thoughtful papers about field trips. Greater student involvement can be achieved by cultivating a sense of ownership of the writing. Topics for before, during, and after the trip are suggested in such functional writing areas as instrumental, regulatory, interactional, personal, heuristic,…

Maintains that electronic discourse, or secondary orality, compels the reappropriation of classic rhetoric as a new source for reflection and action in rhetoric and in the humanities. Argues that its adaptability, focus on production, and usefulness make it an extraordinarily powerful way of studying all kinds of texts and their contexts. (SR)

Explores Walter H. Beale's "A Pragmatic Theory of Rhetoric," and places it in relation to other theories. Discusses Beale's semiotic theory of written discourse, its contribution, and relates Beale's aims to the rhetorical theories of James Kinnevey and James Britton. (SR)

Discusses tutorials and their origins, comparing them to lectures and seminars. Expounds on the objectives of tutorials and the advantages for both students and tutors alike. Maintains that tutorials are student centered and thus lead to a higher quality learning environment. (RW)

Process-oriented writing, instead of training students to write for one audience (the teacher) and one purpose (a grade), allows students to generate ideas before they write, confer with peers as they write, and publish their papers after revising and editing them. In the Written Process Approach, the teachers act as coaches, cheerleaders, and…

Offers modest predictions concerning technology's role in the 1990's English curriculum. Forecasts are confined to teaching composition with computers and use of desktop publishing, video technologies, and new educational software. Enthusiasm over good software must not diminish commitment to productive talk in the classroom. Includes nine…

One important technique by which legal scholars shape their work is the "internal scholarly jury." The jury is made up of those people who are reading the work and whose presumed reactions of pleasure or disappointment shape decisions about such things as topic, approach, method of analysis, and materials. (MLW)

Discusses the personal characteristics and leadership techniques that empowered Arthur Flemming to effectively assume the roles of Chairman of the United States Civil Rights Commission and United States Commissioner on Aging. Comments and insights are provided on the leadership and style of Mr. Flemming. (Author/BH)