Presents a procedure writing students can use, either singly or in groups, to exploit the general knowledge they have of common objects, artifacts, and institutions. Describes the use of a matrix to integrate knowledge about realms, or areas of interest, and concerns, or problems. (MM)

Suggests that using a formula approach to constructing topic sentences can serve to motivate student writing and to inform students about the methods used to produce mass circulation fiction and tabloid writing. (AEA)

Describes how students can be encouraged to draw upon their imaginations and upon their observations of and speculations about the outside world to write their own short fiction. (AEA)

Recommends using Bloom's Taxonomy of Educational Objectives as an aid to involve students in their writing and to overcome stilted diction while discovering that writing is a process. (CRH)

Discusses how writing instruction can help students move from the expressive writing typical of first drafts to writing that can be presented to discriminating audiences. (MM)

Suggests teaching a variety of sentence beginnings in writing instruction. (AEA)

Shows how an unstructured writing period at the beginning of each class became a motivational and learning tool for adults in a composition course, helping them to transform thoughts and words or phrases into more formalized works. (RL)

Urges that the English teacher learn and use in class the formal outline to help students learn thinking skills that will help in composition and in computer programing. (CRH)

Reviews what researchers have found out about prewriting, and postulates how this information can help teachers promote growth in writing. (CRH)

Outlines a program in journal writing and self-assessment for college students. (AEA)

Explores writing research on the composing process regarding the relationship of the topic selected to the score obtained, the relationship of the score to the use of both an outline and a rough draft, and the relationship of the amount of revision to the quality of essays obtained. (EL)

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)

Explains four visual composition preparations providing both concrete experiences to stimulate student writing and a nonverbal means of teaching the internal structure of discourse. (MM)

Examines the characteristics of prewriting activities of unsuccessful writers who took the Alberta Universities' Writing Competence Test. Finds that the students' limited and ineffective use of prewriting strategies interferes with their ability to generate and develop ideas in writing a timed essay. (KEH)