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1. Experimental Academic Writing.

Author

Browning, Randi, Freedman, Diane, and Stephenson, Denise

Abstract

Presented as a conversation rather than as a single-voiced academic paper, this paper describes the three people's experiences with experimental academic writing as students and as teachers. It describes such writing (or autobiographical scholarship) as a hybrid blend of autobiographical bits and scholarship, writing and reading, public and private, accessibility and specificity which is inspired by or collaborates with feminist, anti-elitist, multi-ethnic, reader-response, ecocritical, and postmodern theories. The paper then describes teaching experimental kinds of writing alongside more traditional forms, and notes that experimental writing helps students who have felt less engaged with standard academic writing to discover voices they had closeted and enables them to enter the conversation where conformity to standard approaches had left them mute. According to the paper, the writing teachers have also noted that experimental writing draws students into what they are writing about in interesting ways. It is then noted that experimental writing raises new questions about evaluating writing--evaluating experimental writing requires more dialogue with the writer to understand the experiment. The paper concludes that although experimental writing requires more dialogue with students, teachers think of their students more as writers and the students respond more as writers--with skills, knowledge, intention, and an ability and desire to learn and to use writers' tools. (RS)

Published
1997

2. A Research Project for the Rhetoric/Composition Classroom.

Author

Eldred, Janet M.

Abstract

Because a review of the literature shows a relationship between reading and writing, a project devised for teaching college composition classes consists of five assignments, culminating with a formal research paper. Students begin the project by doing research on an essayist chosen from a list provided by the teacher. In the first assignment, students write a short process essay on how they found the general sources, list a bibliography of sources that a student might use, and compose a biobibliographical sketch of the author. The second assignment requires summaries of three essays on which students have decided to work and a statement of purpose. For the third assignment, a "directing theme," students use only the information obtained from the first assignment and from the primary source. The fourth assignment is a working bibliography of secondary sources, while the fifth assignment is a formal research paper. This five-assignment project has proven beneficial because students are working on similar projects, thus unifying the class while allowing for a wide variety of subject matter. (Examples of student writing are included.) (DF)

Published
1985

3. Writing to Learn in All Subjects.

Author

National Council of Teachers of English, Urbana, IL. and Clark, Wilma

Abstract

One of a series dealing with current issues affecting language arts instruction, this paper focuses on writing across the curriculum. The paper begins by observing that schools and colleges across the country are developing school-wide writing programs, the purposes of which are to improve writing, to enhance learning of content, and to develop thinking skills. Each of these purposes is then discussed. This is followed by a list of strategies for building a district-wide program of writing in all subjects developed by the American Association of School Administrators in a 1982 critical issues report. The paper concludes by offering five suggestions to teachers wishing to incorporate writing into the study of various subjects: (1) begin by listing the main components of content, as well as the kinds of thinking, the students should learn; (2) design the writing assignment so that it will help students learn and understand clearly what they are expected to do; (3) consider how to help students at various stages of the writing process; (4) in responding to writing, develop methods that encourage students and yet communicate clearly to them about strengths and weaknesses in the writing; and (5) develop efficient methods for handling the paper load. (HOD)

Published
1984

4. Metadiscourse and Text Pragmatics: How Students Write after Learning about Metadiscourse.

Author

Steffensen, Margaret S. and Cheng, Xiaoguang

Abstract

A study investigated the effects of instruction in metadiscourse on composition students' writing skills. Subjects were students in two 100-level college composition classes. A Control Class (CC) was taught using a process approach, and the Experimental Class (EC) had direct teaching of metadiscourse. The CC students worked on the propositional content of their essays while the EC students concentrated on the pragmatic functions of metadiscourse. Posttests written by EC students were significantly better than those of the CC, although pretest results did not differ. Sources of this difference are discussed, including changes in metadiscourse markers, tone of the essays, and topical progression. It is argued that the EC students not only used metadiscourse markers more effectively, but also wrote with more attention to audience needs, thereby making global changes that improved their papers. Contains 13 references. (Author/MSE)

Published
1996

5. Ideas Plus: A Collection of Practical Teaching Ideas. Book Ten.

Author

National Council of Teachers of English, Urbana, IL.

Abstract

Contributed by English teachers across the United States, the activities contained in this booklet are intended to promote the effective teaching of writing and literature. Teaching strategies offered in the first section of the booklet are designed to stimulate language exploration and include activities in which students write family newspapers that include the proper journalistic components; use clustering to write poetry; and use a variety of artistic media to illustrate the landscape of Dante's "Inferno." Activities in the second section, which are designed to stimulate an appreciation and understanding of literature, include discussions in which students cast actors to star in novels the class is studying; select a dozen powerful quotations from Alice Walker's "The Color Purple" and then investigate how Stephen Spielberg treated these passages in his film of the novel; and adopt journalistic roles that enable them to produce a historical newspaper from a time and place depicted in a novel. Teaching ideas in the third section provide the means for students to learn about various stages of the writing process. These include activities in which students become consumer reporters; engage in mocked-up conversations for practice in writing dialogue; and make "poetry earrings" by writing pithy metaphoric statements or haikus on small, rectangular pieces of paper. (SAM)

Published
1992

6. Computers and Composition: An Overview.

Author

Appleby, Bruce C.

Abstract

The tools of writing have changed as technology has become more advanced. In fact, the contributions of the microcomputer are already beginning to make print and paper technology appear primitive. The book is at a disadvantage since it stores and displays the information, whereas the microchip stores while the computer displays. Because of this basic difference, interaction with the information stored is possible with the computer, while the book in and of itself is essentially passive. Word processing is also changing the ways in which writing and the writing process are perceived. Nearly all comments by writers who actively use word processors indicate that processing's great advantage is speed. Beyond this important consideration is that writers can start to see revision as part of the process of moving from writer to reader based prose. The microcomputer has also influenced the teaching of writing. Already, experimental and developmental programs in the use of computers to teach writing are being developed all over the world and at all levels of education. Despite the microcomputer's potential for writing and compostion, however, humanists should be warned against the possible economic, social, racial, and sexual differences that may surface as part of the computer culture. (A bibliography on computers and composition is appended). (HOD)

Published
1983

7. The Composing Process in Technical Communications.

Author

Hertz, Vivienne Lucas

Abstract

Technical communication teachers need to recognize the increasing diversity of their classroom populations and become more flexible in planning curricula without "watering down" students' expectations to leave the courses more skilled than they were upon entering. Teachers should discuss with students some of their writing barriers and the technical areas in which they are proficient. In one exercise that lets students experience success early in the course, three students volunteer to teach the class something through demonstrations or sets of directions. The writing assignment is for the rest of the class to write a set of directions based on one of the reports for someone who has not heard the presentation. In a group exercise to help students produce coherent, logically developed outlines, each person develops an outline, three of which are then judged by students and defended by the authors. The judges then choose the preferred outlines. Making assignments relevant, allowing students opportunities for creative problem solving, and then planning for ways to offer assistance or to help them move toward increased confidence in their skills are valid objectives for technical writing courses that focus on the writing process. (HTH)

Published
1981

8. Eight Approaches to Teaching Composition.

Author

National Council of Teachers of English, Urbana, IL., Donovan, Timothy R., McClelland, Ben W., Donovan, Timothy R., McClelland, Ben W., and National Council of Teachers of English, Urbana, IL.

Abstract

Eight teachers in two-year and four-year colleges discuss in this book their effective methods of teaching writing based on the process of composing. The articles deal with the following topics: (1) the constant interaction of collecting, connecting, writing, and reading in the process of making meaning on paper; (2) the integration of prose models into the context of the writing process; (3) the application of the experiential approach utilizing the writing workshop; (4) the rhetoricians' concern with purposes and audiences; (5) the epistemic approach using language as a way of writing, knowing, and learning; (6) adaptations of the process approach for beginning or basic writers; (7) a wholly conference-based plan for writing instruction; and (8) an interdisciplinary approach allowing students to develop their writing through assignments for other courses. The teachers comment on various aspects of teaching writing, including leading prewriting discussions, creating stimulating assignments, asking provocative questions during the drafting process, learning from students' answers, and making evaluation part of learning. (AEA)

Published
1980

9. Revising: New Essays for Teachers of Writing.

Author

National Council of Teachers of English, Urbana, IL., ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL., Sudol, Ronald A., Sudol, Ronald A., National Council of Teachers of English, Urbana, IL., and ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

Abstract

Intended to help writing teachers better understand how to help students effectively revise their written work, this book contains essays that, as a group, focus on the problem of the definition of revision. The first half of the book discusses the background of revision, while the second half discusses contexts and techniques for application. The 16 essays cover the following topics: (1) revision as discovery and the reduction of entropy, (2) intentions and conventions of revising, (3) revision theory versus practice, (4) H. G. Wells'"The Outline of History," (5) composing without revision, (6) the pragmatics of self-assessment, (7) a holistic pedagogy for freshman composition, (8) teaching teachers to teach revision, (9) psycholinguistic perspectives on revision, (10) the cloze test as a diagnostic tool for revision, (11) parapraxes ("Freudian slips" on paper) and revision, (12) revision and improvement, (13) the Delphi technique, (14) revision and risk, (15) understanding conflict with students about the expression of opinion, and (16) empathy and revision. An annotated bibliography on revision concludes the book. (HTH)

Published
1982

10. The Computer in Composition Instruction: A Writer's Tool.

Author

National Council of Teachers of English, Urbana, IL. and Wresch, William

Abstract

This compilation of articles on computer applications in writing instruction deals with the areas of prewriting, editing and grammar, word processing research and applications, and programs for the writing process. It contains the following papers: "Recollections of First-Generation Computer-Assisted Prewriting," by Hugh Burns; "Computer-Based Creative Problem Solving." by Dawn Rodrigues and Raymond J. Rodrigues; "SEEN: A Tutorial and User Network for Hypothesis Testing," by Helen Schwartz; "Improving Students' Revising and Editing: The Writer's Workbench System" by Kathleen Kiefer and Charles Smith; "HOMER: Teaching Style with a Microcomputer," by Michael Cohen and Richard Lanham; "The COMP-LAB Writing Modules: Computer-Assisted Grammar Instruction," by Michael Southwell;"Integrating Computers into a Writing Curriculum; or, Buying, Begging, and Building," by Lillian Bridwell and Donald Ross; "Real-Time Gadgets with Feedback: Special Effects in Computer-Assisted Writing," by Stephen Marcus; "Can the Computer Stimulate Writers' Inner Dialogues?," by Colette Daiute; "Questions, Answers, and Automated Writing," by William Wresch; "WANDAH: Writing-Aid AND Author's Helper," by Ruth Von Blum and Michael Cohen; "Wordsworth II: Process-Based CAI for College Composition Teachers," by Cynthia Selfe; and "Toward the Design of a Flexible, Computer-Based Writing Environment," by Christine Neuwirth. It also contains an annotated bibliography and a glossary of computer terms. (CRH)

Published
1984

11. The Effects of Word Processing on the Revision Strategies of College Students.

Author

Hawisher, Gail E.

Abstract

A study explored the effects of word processing on the revision strategies of 20 advanced college freshmen enrolled in a required writing course. Subjects were divided into two groups of 10, each of which alternately wrote a series of four essays on and off the computer. For each essay students submitted three drafts, which were analyzed for revisions. Each student produced two essays with word processing and two with pen and typewriter. In addition to undergoing text analysis, the essays were judged by trained raters using an analytical scale, so that the quality of the essays could be related to the number and kinds of revisions. Results of the analysis of 4,048 between-draft revisions of 80 essays indicated that writing on a computer did not lead to increased revision--at least not for these able students. The finding that there was no positive relationship between extensive revision and the quality ratings, however, suggests that manipulating text for the sake of revision has little value for students or their writing. Nor did the students make different kinds of revisions with a computer than they did with pen and typewriter. The essays produced with pen and typewriter, moreover, received ratings comparable in quality to those produced on the computer. (Author/HTH)

Published
1986

12. Thinking Skills in the English Language Arts.

Author

Suhor, Charles

Abstract

A response to the educator's confusion over how to teach critical thinking skills through writing, the writing process model described in this paper underlines the close ties among cognitive, language, and writing skills. Guiding writing assignments in all content areas, the model involves students in reflection and discussion as they move from prewriting strategies to first draft, revision, proof reading and final paper. Based on this model, a writing assignment would establish a purpose and an audience (other than the teacher/editor) and would use warmup games as part of brainstorming activities; interactive discussions of paper topics and sample essays to help students refine and organize their ideas; and peer and teacher reactions to rough drafts to encourage self-assessment and to help students generate their own thoughtful questions about their writing. (MM)

Published
1983

13. Academic Writing vs. Composition.

Author

McKee, Macey Blackburn

Abstract

Observation and investigation indicate that academic writing tasks are generally quite different from those required in standard English composition courses, with respect to both process and product. Writing instruction in English as a second language should prepare students for subject-matter writing tasks, focusing less on pure composition. Academic writing tasks require little generating of ideas, but do require selecting, organizing, and expressing specific information, either in response to an essay question or in an informative paper where there is little room for personal opinion. Classroom writing exercises found to be effective in producing transferable writing skills in students include: (1) sentence combining exercises of a paragraph that provide a check on reading comprehension, elicit specific grammar points, convey information, and model suitable information and organization types; (2) writing from data in non-prose form; (3) sentence forming from lists of bits of information; (4) reading selections in preparation for answering questions; and (5) writing from lectures, with or without accompanying readings. (MSE)

Published
1984

14. The Effect of Word Processing on Revision and Attitude toward Writing.

Author

Fitch, Joyce Easter

Abstract

A study examined the effect of word processing on students' revision of compositions and attitudes toward writing. Sixty seventh-grade students enrolled in a required writing course were randomly assigned to either the experimental or the control group. The experimental group used a word processor for all stages and aspects of writing, while the control group used pen and paper exclusively. All the subjects wrote seven one-paragraph assignments during the nine-week treatment period. No significant difference was found in the students' attitude toward writing--measured before and after treatment by survey--as a result of word processing. Furthermore, using the Stanford Achievement Test subtests for spelling and language, the study concluded that word processing had no effect on students' spelling and punctuation. Overall, the experimental group made more revisions than did the control group, but when revisions were divided into levels (minor, intermediate, and major), the control group made more minor revisions, the groups did not differ significantly in the number of intermediate revisions they made, and the experimental groups made significantly more major revisions than the control group. The study concluded that though word processing did not affect students' attitudes toward writing or their ability to recognize incorrect punctuation or spelling, it did help students revise more and at a higher level. (A three-page list of references, tables providing statistical information, and an appendix illustrating a writing attitude survey are included.) (Author/SRT)

Published
1985

15. The Technical Writer's Use of Visual Forms.

Author

Feinberg, Susan

Abstract

To determine if using visual patterns can help technically oriented people create coherent papers, 97 students enrolled in a beginning composition class were given five hours of instruction in the use of the "hub and spokes" (central idea supported by examples), "S-curve" (pro-con), and pyramid (inductive or deductive) formats. Holistic evaluations of essays written at the beginning and end of the instructional unit revealed improved coherence and organization in the final writing samples. Evaluation also indicated a student preference for the "hub and spokes" and "S-curve" patterns over the pyramid. (MM)

Published
1983