This instructional note describes the potential of an analytical essay assignment to encourage writerly self-reflection and meaningful revision in the two-year college writing classroom.

Using student poems and reflections collected over several years, the author examines the impact of a role-playing game experience on introductory creative writing students’ openness toward taking risks, revising (and improvising) playfully, and working with limitations or rules. The role-play uses Lars von Trier’s film The Five Obstructions as a model—particularly the diabolical game that unfolds between directors von Trier and Jørgen Leth—and requires students to “remake” a poem of theirs three times according to sets of rules designed specifically for them by the instructor in face-to-face meetings.

This essay details the foundational theory as well as the practical problems that led to the creation of this class project that focuses on authentic audience and persistent revision practices. The author won a Diana Hacker Award.

In this article, I explain how integrating Google Drive into your classroom can help prepare students to participate effectively in workplace writing practices and can promote student responsibility, collaboration, and effective revisions.

Students revise a course assignment prompt in a dual-credit class to develop their conceptions of the meaning of revision.

This article describes a pilot study on developmental writers’ attitudes toward and use of instructor-written feedback in multiple sections of a precollege-level writing— course at our college.

Color highlighting is used to connect revision mini-lessons to teacher comments that are easy for students to identify and quicker for teachers to generate electronically.

In this study, I use think-aloud protocol methods to determine how students respond to their teacher’s conversational and nonconversational written feedback on their writing.

Although blogs used in the composition classroom have most often been employed as prewriting forums or journals, this article suggests that blogs can also be used effectively as a revision tool in the later stages of writing academic research papers.

Legos Build the Way to Successful Process Analysis Writing, Michelle Rhodes (New Voice) Native American Elder Stories Make Descriptive Essays Easier, Pamela Tambornino (New Voice) Teaching Writing Style and Revision, Eric Bateman Dialect and Language Analysis Assignment, Amanda Hayes (New Voice) A Scaffolded Essay Assignment on Poetry, Jane Arnold (New Voice)

Kip Strasma Responds to “Gender and Peer Response” by Elizabeth Tomlinson, and Tomlinson responds to Strasma’s “Spotlighting.”

This case study examines written peer response materials generated by small groups with varying gender compositions. Based on those observations, I offer several pedagogical implications.

This article focuses on audio-recording our thoughts while responding to student writing as a form of reflection-in-action.

Recognizing that students shudder at revision and see it as a perfunctory task to satisfy only their teachers, the author offers an approach that motivates students to revise thoughtfully without increasing teachers’ reading workload.

Rotating teacher participation in peer workshop groups can enhance the workshop group dynamics, ease instructors’ grading loads, and improve the level of peer feedback and draft revision in composition courses.

Encouraging students to be more vocal members of the response sequence can assist teachers in writing stronger comments on student texts. The author conducted a small-scale study of students’ reactions to response formats, finding that students preferred formats that allowed teachers to elaborate on their comments, displayed teacher effort, avoided confusing comments, and actively involved students in the process.

This article presents a systematic method for examining and evaluating written commentary. When used by writing instructors in authentic responding contexts, these reflective models can help instructors better understand their commenting practices in light of current response theories, establish clearer goals for making written commentary, and develop new commenting strategies that provide increased revision options for students.

When two-year college students take time to write at length, paying more attention to their own feelings and those of their readers through regular response and revision, they write better, according to the results of a three-year project funded by the U.S. Department of Education.

E-mail peer response teaches students about audience and text more effectively than synchronous peer response.

Pedagogical triangulation is a threefold method for teaching that involves a holistic approach to classroom collaboration. The specific elements of pedagogical triangulation are described, along with the results of applying this approach in a first-semester college English class.

Addresses past and current issues concerning teacher response to first-year student writing and suggests that teacher intervention should be viewed as a writing process itself. Describes the author’s own process of responding to student writing, which he hasfound to be very effective. Concludes that individual teachers must decide for themselves what ways of responding best suit their teaching styles.

Shows how an editing assignment emphasizing punctuation can help students in a first-year writing class discover new ideas and perspectives as part of the revision process. Considers a class that experimented with editing punctuation for a dual purpose--as a revision heuristic as well as for correctness. Reconsiders editing and revision assignments to take better advantage of editing’s generative powers.

Notes that finding a way to integrate grading and responding in a manner that promotes learning through revision is one major challenge for composition instructors. Argues that instructors must find a way to shape their classrooms shifting the emphasis from “getting it right the first time,” to learning to see writing as an activity that evolves and improves through revision.

Offers 4 brief descriptions from college writing teachers of activities they use successfully. Describes using a “round robin” process for group writing and revision; addressing stylistic and grammatical issues by using anonymous student writing; “showing” versus “telling” words; and using film to model “larger” meaning in personal narrative.

Considers how the revising skills of basic writing students improve when they receive both inductive and deductive teacher feedback. Finds that students who received inductive feedback changed their largest percent of errors when given oral conferences and students who received deductive feedback changed their smallest number of errors when given oral feedback.

Presents eight separate short descriptions of teaching tips or classroom activities for composition classes submitted by teachers, including tips on writing exchanges, grammar problems, peer evaluation, revision, mock quizzes, critical thinking regarding television news, computer–assisted commenting, and an educational and entertaining end–of–term review activity period.

Describes how instructors at two different colleges in Montana (a tribal college and a distant community college) collaboratively teach composition courses (using the same reading and assignments, and doing peer revision for each other). Describes how this approach breaks through cultural, ideological, intellectual "containments;" engages in academic discourse; and enters into new discourse communities.

Serial collaboration promotes the many possibilities of developing and revising student texts.

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