Describes a class project involving collaborative partnerships in which fifth graders wrote books for first graders. (HTH)

Suggests methods for improving the quality of essay exams when teaching literature. (DF)

Indicates how the philosophic technique known as "thought experimentation" can be used profitably by composition teachers. Provides two examples. (EL)

Describes a sequence of writing exercises that synthesizes current work on expressive discourse, learning theory, and classical exercises of the kind that are represented in Quintilian's progymnasmata. (HOD)

By focusing their attention closely on a written text, cloze passages help students learn more about how language works--the interaction of vocabulary and syntax, the influence of diction on style, the important grammatical relationships between words in a sentence, and the logical relationships between sentences in a paragraph. (HOD)

Describes a writing assignment designed to help students incorporate into a single essay Moffett's writer-subject progressions: dramatization, narration, exposition, and logical argumentation. Describes one student's progress through successive drafts to arrive at this goal, and how discussions of her draft helped the other students. (HTH)

Describes an assignment to focus students' attention on the thinking process in which students write dialogues that reproduce concretely the dialectic movement of a formal argument. Includes a more advanced exercise in which students' address the remarks of literary critics. (HTH)

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)

Suggests that proposal writing can benefit technical writing students by enhancing skills in using persuasion devices with technology. Presents three rhetorical structural steps (beginning, middle, and end) that reinforce a proposal writing exercise suitable for both university and business applications. (HTH)

Suggests that to learn the effective facets of style in technical writing, students should read Walter Miller's "What Can the Technical Writer of the Past Teach the Technical Writer of Today?" in which the styles of 12 outstanding technical writers are analyzed, and examples of the various stylistic techniques of each writer are cited.…

Provides a rationale for allowing students to write in journals that the teacher will never read. Suggests requiring students to write responses to their journal writing at the end of the semester, which would be shared with the teacher and the rest of the class. Includes a sample response. (HTH)

Outlines a basic writing skills course organized around the process of transcribing reading and lecture notes from students' other classes. (HTH)

Ungraded writing is a way of increasing the amount of writing by geography students without unduly burdening the teacher. Two examples of ungraded writing assignments are described: in-class writing and periodic writing in a private journal. (RM)

Examines the implications of the ACTFL Provisional Proficiency Guidelines for the writing curriculum. Argues that the functions identified in the guidelines should be practices in writing as well as in speech. Discusses error correction techniques and presents examples of writing assignments in Russian that elicit advanced-level functions. (SED)

Discusses ways to teach critical reading skills and writing production to adult learners of Spanish who already have a basic command of the essential grammatical structures, some aural comprehension and reading ability, and adequate capacity to communicate orally. Describes and provides examples of several sample exercises. (SED)