Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Suggests student writing exercises before, during, and after reading Shakespeare's Henry IV. Cites specific passages, followed by discussion and writing questions centered on the conflict between Henry IV and his son, a "generation gap" theme to which students can easily relate. (HTH)

This study investigated the relationship between selected physical performance tests and body fatness in 563 boys and girls in grades one through four. Findings indicated that, although inversely related to the ability to move total body weight, body fatness was of minimal importance in explaining sex-based performance differences. (CJ)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Research suggests that good writers differ from poor writers. Teachers who develop prewriting exercises, emphasize multiple draft assignments, help the student think about revision, and evaluate the product can help undergraduates write and think more clearly. (Author/AM)

Discusses incorporation of descriptive chemistry and scientific/technical writing at the high school level. After discussing the periodic table, each student prepares a paper discussing the history, atomic data, occurring/extraction/purification, properties, and uses of an element. (JN)

Describes different types of prewriting activities such as "brainwriting," visual synectics, and relational algorithms. (JL)

Outlines a technique for improving student writing across the disciplines through postwriting evaluation sessions. (FL)

Illustrates how elementary-secondary teachers often ask students to perform tasks beyond their abilities. Argues that writing teachers should learn what can reasonably be expected at various grade levels; show students how to improve; and focus sequentially on the four stages of writing-- fluidity, versatility, correctness, and style. (AYC)

Describes a remedial writing class in which students learned organizational skills by cutting up and rearranging their own freewriting on a particular topic. (JL)

Discusses the benefits of having regular sessions in student journal writing. (RL)

Offers several strategies that can be used by social studies teachers to incorporate more writing into their classrooms. (FL)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Examples of types of writing activities, including skill-drill, story pieces, scenario writing, and a letter to the editor, for use in secondary world history classes, are presented. A social studies writing model is also included. (RM)