Argues for using and creating negative examples to teach writing. Includes ideas for the following areas: (1) the worst grammar; (2) terrible leads; (3) the worst possible article; (4) the awful two-page spread; and (5) rules for breaking the rules. (MS)

A teaching strategy is described that provides controlled support to hearing-impaired high school students through teacher-led "helping circles" to encourage elaboration and exploration in their writing. It enables students to share their written work in class, have an audience for their work, and provide and receive helpful criticism. (VW)

As a project to upgrade their writing, sixth graders wrote and produced books for first-grade students, after reading and analyzing primary-level books. The program and steps to implement it are described. (JL)

Discusses a dialogue journal exchange in English with Zulu students in South Africa. Demonstrates that successful interaction and communication is based on shared interest and genuine concern for the relationship. (MM)

Fundamental changes are needed in English classes if writing is to be taught. Students must have time to write, and they must have someone reading and responding to their writing. Students need to pay attention to their writing and the writing of others, and this writing should be as important as well-known literary works. (MD)

Humorously discusses the problem of discerning when students are being honest in their writing and how to deal with the problems their honesty sometimes presents. (DF)

Advantages of peer evaluation of writing are outlined, questions that arise once instructors decide to use this method are presented, and steps to develop students' awareness of what to look for and what to say about the writing of peers in English composition and other disciplines are discussed. (MBR)

Suggesting that, given the right tools and encouragement to do so, all children will write, this book describes the technique of "written conversation" in which two partners write back and forth to each other. This coproduced book serves as both a means for communication and expression and as a source of data about the child's knowledge of the…

As part of the test development process, this technical report is intended to present technical information from the tryout and the pilot stages of the Michigan High School Proficiency Test (HSPT) in Communication Arts: Reading. There are four major parts to this report. Part 1, Evolution of the HSPT in Communication Arts: Reading, introduces the…

As part of the test development process, this technical report is intended to present technical information from the tryout and pilot stages of the Michigan High School Proficiency Test (HSPT) in Communication Arts: Writing. There are four major parts to this report. Part 1, Evolution of the HSPT in Communication Arts: Writing, introduces the…

Summary of this article appeared in the May 1972 issue of the Foreign Language Courier'', the newsletter of the University of Michigan Foreign Languages Department. (DS)

High-school English students learn to analyze short stories by being given a situation the actual author has used and writing scripts to develop the plot and situation. Only later are they assigned the story to read and discuss. In Nold's experience, they develop both imagination and heightened critical awareness. (PD)

A critical review tracing the key policy decisions on freshman composition courses in college curriculums, and a suggestion that all the attention given to the course by teachers and professional associations may not merit the net results. (DS)