The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

Remedial tactics are offered for five problem areas in written expression: (1) difficulty beginning, (2) problems translating ideas to paper, (3) poor re-writing or editing, (4) lack of motivation to become involved in a writing assignment, and (5) difficulties in note-taking during class instruction. (CL)

The nine-step grid strategy provides prompts in both structure and content areas to improve the narrative writing skills of students with learning disabilities. The steps include developing a story grid with characters, setting, action, emotion, and so on; planning and writing the story; and completing both cognitive and technical edits. (DB)

Rewriting activities are used by a teacher of the deaf to encourage children to express their ideas clearly, increase their vocabulary, work successfully as a group, and experiment with language. Each class rewrites a poem or short book once a week, does spontaneous oral rewrites, and rewrites each other's work. (VW)

Discusses the need for administrators to focus on how their students revise written work, considers the relationship of the revision process to learning, and speculates on why revision is not usually seen as a major part of student writing. (FL)

Describes the features of a process model of writing and efforts to translate the theory into practice. (JL)

Presents an instructive outline for writing a research paper for National History Day. Organizes the process into three steps: (1) select an interesting topic; (2) develop a strong thesis; and (3) write a well-constructed paper. Includes hints on organization, technical matters, editing, and readability. (DK)

This article reviews research on the revision component of the writing process with hearing and hearing-impaired or deaf students. Special issues to consider in hearing-impaired children's revision include variability of the deaf population, level of writing skill, level of reading skill, and student response to revision. (JDD)

Suggesting that all phases of writing, including revision, have a great deal in common across age groups and levels of accomplishment, this book presents 196 specific revision exercises, as well as numerous examples from students and from literature. The first part of the book looks at how the ability to revise develops, and at how people can use…

Strategies for teaching mildly handicapped students the processes of revising and editing their written compositions are described. Students read and revise each other's writing thus providing peer feedback that is crucial in a process-oriented writing program. A hierarchy of revisions is given to evaluate changes from first to last draft. (VW)

Providing adaptations and alternatives to book reporting helps mildly handicapped students master objectives and material that might otherwise go unlearned. The article includes a proofreading checklist that the student can use to help complete a regular book report and a list of 25 alternatives to meet individual learning styles. (Author/VW)

Presents a classroom activitiy in which students scored each others papers using a holistic technique. Explains the benefits of holistic scoring. (FL)

Techniques for teaching writing should emphasize revision and editing, practice in sentence-combining, and exposing students to fine prose. To encourage good writing in all subjects, teachers should be trained to read students' essays holistically, paying attention to style as well as content. (PP)

This book, featuring teacher writers from all levels of education, offers consciousness-raising stories of the teachers' first steps toward authorship, advice for all aspects of the Writing process, suggestions for conducting writing groups, and a wealth of insider information on how to develop quality articles for professional journals and get…

Teachers can use a variety of techniques to help students learn to manage the writing process of generating ideas, writing, and revising material. To assist students in developing their ideas about a topic, acquiring additional information, and integrating new information with previous ideas--all part of the generating phase--teachers can give…