Adapts a classical concept to the composition classroom in a prewriting exercise which offers a wide range of benefits. (RS)

Describes a prewriting technique in which technical writing students are given a tool or mechanism with which they are unfamiliar and told to figure out what the object is from a series of clues. (HTH)

Argues that prewriting is the most important skill to emphasize and practice extensively in basic writing classes. Describes basic writers as almost universally neglecting prewriting activities. Suggests some guidelines for teaching prewriting effectively. (HB)

Argues against requiring students to prepare formal outlines before writing papers and recommends instead that students prepare the rough, idiosyncratic lists that working writers use before they write. (AEA)

Presents teaching tips for (1) generating titles as a prewriting activity; (2) having students write a biography of a classmate; (3) asking students to determine scenarios for their business communication documents; (4) using interviewing as a method of primary research; and (5) sequencing writing assignments to help students clarify their…

Discusses the benefits of using a word processor for composition in the areas of prewriting, revising, proofreading, and printing. (AEA)

Describes a classroom assignment sequence in which students learn to think metaphorically about a scientific topic. Provides sample reading log questions and a prewriting worksheet. (MM)

Presents a theoretical model of the writing process and suggests having students create a picture collage as an introduction to the various roles and stages in the writing process. (HTH)

Describes a journal writing activity designed to engage students in the exchange between text and reader. Argues that informal writing in a journal is a means of letting students find out that, if they engage themselves with a text, they will find it interesting. (RS)

Speculates that the prewriting technique of "clustering" can be an effective tool for multicultural college students learning sophisticated scientific concepts. Asserts that teachers must be willing to take risks and nurture students' creativity and self-confidence if such techniques are to succeed and supplant or supplement the lecture…

Proposes that teachers use their own writing as a teaching tool. Discusses both the left-brain logical, rational approach and the right-brain intuitive approach to invention and states that in composing their own methods and materials, instructors can stress both patterns of creativity by illustrating how each complements the other. (EL)

Describes several techniques for making discussion groups function well in a composition classroom. (AEA)