| A Study of Eleventh-Grade Writing: Implications for Teaching |
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Lucille M. Schultz, Chester H. Laine |
1-8 |
| The Gricean Model: A Revising Rubric |
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Kim B. Lovejoy |
9-18 |
| Letters to Susan: An Introduction To Teaching Invention Strategies To Fourth Graders |
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Marjorie Burgess |
19-30 |
| Writing Assignments That Work |
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Duane H. Roen |
31-40 |
| Better Writing Through Rhetorically- Based Assignments |
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|
Irwin Weiser |
41-48 |
| Problems in Measuring Syntactic Development: T-Units vs. Sentence Weight |
PDF
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Alan Lutkus |
49-68 |
| Problem-Solving and Reflective Thinking: John Dewey, Linda Flower, Richard Young |
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Joan G. Rosen |
69-78 |
| Using Toulmin's Model of Argumentation |
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Joan Karbach |
81-92 |
| Toulmin and the Ethics of Argument Fields: Teaching Writing and Argument |
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Gail Stygall |
93-108 |
| Defining Advanced Composition |
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Gerald Mulderig |
117-126 |
| The A.P. Dilemma: Formula or Process |
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Victoria Aarons |
127-132 |
| A Philosophy of Composition for a Writing Program: Articulating Composition As A Liberal Art |
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James E. Porter, Richard N. Ramsey |
133-154 |
| Writing In The Literature Class |
PDF
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Michael Wentworth |
155-162 |
| A Continuum For Composition |
PDF
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Raymond J. Wilson III |
163-170 |
| Snow White and Language Awareness |
PDF
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Deborah Aldrich Larson |
171-180 |
| A Centuries-Old Dialectic |
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Lana White |
189-193 |