This book presents 24 step-by-step exercises that help young writers strengthen their own unique talent and voice. It includes information on finding a writing style, finding other writers, trying various types of writing, getting feedback and support from friends as well as adults, preparing a manuscript for submission to a publisher, finding the…

Article described an exploration in some depth of effective ways to bring reluctant students (and teachers) to a practical and relevant use of literature. (Editor/RK)

Specific exercises focusing on only one aspect of poetry at a time can help alleviate students' fears and give them a measure of creative involvement. (Editor)

Presents a sample of short writing assignments flowing from carefully prepared lessons that isolate specific learnings, guide processes closely, and appeal to student interests. (RB)

Report on an experiment at the University of Maryland. (DD)

Describes the proper routes toward developing precise and lucid writing abilities. (RK)

Suggestions to teachers for first writing activities. (SP)

Designed for speech teachers with little or no experience in writing behavioral objectives. (Author)

Author extends Christensen's theories on paragraph development to formulate a sequence of development for longer compositions, and includes diagrams of sample sequences. (SP)

Describes typical sentence, paragraph, and discourse level sentence combining exercises using material appropriate for technical writers. (HTH)

Describes the characteristics of legalese--inflated and obscure legal language--and suggests strategies for helping present and future document designers create understandable prose. (MM)

Describes a poetry writing exercise that used photographs as a stimulus. Presents some poems produced by this exercise. (JL)

Describes how a teacher incorporated her own experience of interviewing into an assignment that required her students to conduct interviews about the importance of writing skills. (JL)

Presents seven writing exercises designed to (1) convince students they have something to say, (2) produce work that students enjoy writing, (3) demonstrate that good writing does not have to be dull, and (4) help acquaint students with their own ability to use various personnae. (FL)