Outlines a writing-across-the-curriculum program for high schools. Discusses the role of content area teachers in such a program. (FL)

Describes a five-step creative writing program designed to improve student language skills. (JL)

Argues that the conventional method of teaching the generic research paper as a separately designated activity is ineffective and misleads students as to the nature of genuine research. (JL)

Creative inductive exercises for teaching effective writing skills are presented. Basic objectives of the inductive method include: (1) challenging students with creative options; (2) discovering the basics in sentence construction; (3) interpreting the idea of the "levels of generality;" and (4) focusing on the parallel between sentence…

College counselors (N=45) who reported employing writing assignments as a treatment strategy provided information about two writing assignment cases, one judged successful and one unsuccessful. Chi-square analyses indicated that success with writing assignments was related to client intelligence, motivation, and maturity. (Author/RC)

Assignments, grading methods, and classroom techniques for teaching creative writing in the high schools. (RL)

Reviews research and concludes that many studies support the use of various types of writing to help students develop their reading skills. (AEA)

The author explains her practice of requiring each of her students to write her a weekly letter, which she answers. These private correspondences help her to understand the individuals in her class and give the students practice in letter writing. (SJL)

Presents examples from student logs to show how students express their thoughts in writing. Suggests that teachers combine student logs and classroom discussion as a means of gauging students' growth and awareness of subject matter. Examples are from a community service course and describe experiences in a nursing home and at a school for retarded…

Notes how the use of controlled composition techniques in English-as-a-second-language classes can be adapted to help basic writers in remedial writing classes. (RL)

A basic premise of the writing for real approach is that, to teach students to write, one must reverse the traditional literature-writing sequence, by which writing experiences are derived from reading selections. It is crucial to allow students to first write about their own experiences and environment. (Author/SJL)

Presents a learning activity to involve 9-11-year-old children in history writing. Children toured Portsmouth, N.H., interviewed residents, inspected historical documents and artifacts, kept field notes, and wrote a final narrative. Applicability to other sites is favorably assessed. Reference materials for a case study of Portsmouth are supplied.…

It is helpful to elicit sentences using "binders" and to examine their properties together, especially when the indigenous language has textual and logical processes different from those of English. Such a procedure increases students' awareness of the delicacy of the clause/sentence grammar which pivots around these difficult words. (Author)

A 1979 analysis of student expository writing showed that holistic quality scores awarded by teacher-raters were influenced to a greater extent by essay length and freedom from spelling errors. A replication of that investigation using a sample of students' narrative writing produced the same findings. (HOD)

Describes a three-step communications loop involving student self-descriptions that promote greater audience awareness. (RL)