This article describes 16 simple strategies that university academics who do not teach a writing course can use to help their students improve their writing. The strategies are based on the teaching experiences of the authors and follow a teaching model that includes (a) motivating methods, (b) writing instruction, (c) writing practice, and (d)…

Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content…

The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…

Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a…

Argues that the journalistic approach--who, what, why, when, where, and how--is an effective and useful method for teaching composition to college freshmen. (R B)

Rejects the premise that all parts must be related to the whole and to each other in a written composition. (Author/RB)

This paper argues that the distinction commonly drawn in freshman composition texts between fact and opinion is functionally worthless and presents students with a useless dichotomy. It is wrong to stress the difference between fact and opinion because it has led to the assumption that there is a style of writing appropriate to the presentation of…

A growing body of research indicates that formal discovery, or heuristic, procedures can enhance the composing process of sophisticated university students. Other studies suggest that below-average and average students can benefit from a similar approach. Specifically, the introduction of a model based on tagmemic heuristic theory in an adult…

The purpose of this paper is to present a new approach to teaching a creative writing sequence for high school students. During the first 45-day course, over 30 papers are to be written. Students begin with a paper titled "I Am" and proceed through a series of self-discovery papers. The papers give the students a chance to understand…

Included herein is the conference proceedings of the 27th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2013 was: The Science of Learning. The Conference featured a keynote address by Victor Benassi, Ph.D.…

The hypothesis of this study was that a method of writing instruction that employs expository organizational models to be imitated by students is more effective in improving expository writing organization than conventional classroom instruction in writing. One pre-test and one post-test writing sample were taken from two groups of English 10A…

The primary purpose of this book is to offer suggestions and writing examples for use in teaching children to write poetry. Each of the 15 chapters deals with a particular subject that could be useful in introducing poetry writing to students. The chapters discuss such topics as developing word consciousness in children, writing cinquains and…

The purpose of this study was to investigate the problem of designing instruction in the process of composing. The scope of the study is limited to one kind of writing (the short, autobiographical narrative) and to one kind of instruction (a self-instructional program, developed by means of discrimination programing). Subjects for the study were…

Paper prepared under contract with the English Language Branch--Defense Language Institute, Lackland Air Force Base, Lackland, Texas, and delivered in 1971 to staff members of the Branch. (VM)