Explains a three-step method of presenting the logical relationships indicated by connecting words (e.g., similarly, however, and therefore) so that developmental students can use them by building upon their understanding of coordinate and subordinate sentences within the paragraph structure. (DMM)

Stresses the need for relevant topics to be given to students in business writing classes and states that they can be found by examining the campus and community to determine topics of interest. (DF)

Outlines the steps a college composition instructor can take to help students connect the idea relationships in a reading selection or in a writing assignment. The steps are based on a conceptual strategy known as semantic mapping or semantic networking. (SRT)

Described are practical ways in which writing can be used to help students learn the concepts and methods of social psychology. These include keeping a course log (a type of journal), writing analyses of published articles, doing an observational study, and writing a formal research report. (Author/RM)

The portfolio writing assignment given to students in a life span developmental psychology course required that they complete 10-15 typewritten pages of writing for the course. Students were allowed to choose their own projects; for example, they might write about an interview they had conducted, or discuss an outside reading. (RM)

Explains why instructors need to make report writing an integral part of courses in business and technical writing. Discusses the advantage of group projects on campus-related issues. (EL)

Describes the power of adult writing groups to stimulate learning and encourage language development, personal development, and writing skill development. (CRH)

Reports on a survey of business managers indicating (1) that managers consider skills in written and oral communication important to career success and employee job performance and (2) dissatisfaction with employees' ability to communicate effectively. Suggests aligning at least some writing assignments more closely with job-related writing tasks.…

Describes a creative writing and reading class assignment in which each student was required to make a 20-minute presentation as a catalyst for student writing (such as a poem, song, object, or picture). (EL)

Describes the emphasis on creativity in expository writing in a college composition class. Outlines four traits of creativity promoted and encouraged in student nonfiction writing and writing assignments for that purpose. Includes samples of students' creative nonfiction. (HTH)

Discusses students' writing in mathematics, focusing on (1) creating stories; (2) writing mathematical essays; (3) expressing feelings and beliefs about mathematics through diaries and anecdotes; and (4) the use of dialogs. The strategies considered have been used at the high school and remedial college levels. (JN)

Discusses writing strategies that can be used in mathematics classes, including: (1) free writing; (2) writing in journals; (3) in-class writing; and (4) term papers. A checklist for evaluating student's writing is included and a rating scale for central idea, organization, development, style, and technical control is given. (JN)

An experiment designed as a combined laboratory and classroom study was done with 12 male Norwegian third graders with dysgraphic problems. The remedial program was based on cybernetic principles and individualized. Results favored the experimental program but were only significant with regard to accuracy scores; speed writing exercises were not…

Discusses the benefits to be derived from full collaboration in the writing process. Suggests that students learn from sharing their abilities and difficulties and gain emotional and technical support from working with their peers. This is particularly helpful for those students who lack confidence in their writing. (RBW)

Describes a business communications class assignment to complete an annotated bibliography on high technology communication and its objectives. Includes questions discussed by the class on the due date of the assignment. (HTH)