Discusses how powerful the letter is as a form and vehicle for writing, particularly because the language of letters is the closest to natural speech and represents casual spontaneity associated with conversation. Suggests practical ways of including letter writing in the classroom and provides sample letters as illustration. (KEH)

Argues that listening is an integral part of composing by discussing the results of several listening/writing exercises (retellings of short stories or parts of novels). Notes that basic writers learned to hear the reader-voice in texts, thereby developing their internal writer's voice and better control of their writing. (RS)

Examines gender differences in topic choice by analyzing freshman writers' narratives of an incident they witnessed. Finds that pronounced, gender-based patterns influence text production, with women demonstrating caring and nurturing values in everyday life and men engaging in romantic fantasies of self-aggrandizement or apocalyptic fascination…

Describes how a short exercise in designing greeting cards for a "Teacher Appreciation Day" helps student identify and analyze the four components of rhetoric--purpose, content, persona, and audience. Includes samples of students' greeting card messages. (MM)

Explores some special qualities of children's writing--directness, adventurousness, and innocence. Asserts that writing instructors must be aware of the transitional nature of children's writing while teaching them the mechanics of writing. (MM)

Uses Theodore Roethke's poem "The Old Florist" to illustrate the model, or structural, approach to teaching poetry writing (where students discover the operating structure of a poem in order to write their own). Discusses the student poems it inspired to show the potential of this approach. (SR)

Describes a unit for a basic writing course using broadcast journalism to strengthen students' critical thinking skills and improve their writing facility. (MM)

Illustrates how riddles can be used to teach poetry. Provides analysis of several riddles and resources for riddles. (MS)

Describes an exercise for grade school through high school students that focuses on describing abstract emotions through allegory. Notes that some examples include hate, depression, happiness, and patriotism. Provides examples of student writing from prior trials of this exercise. (PA)

Discusses the rationale for experimenting with diverse discourse alternatives in writing classrooms. Offers examples of the readings that inspire the author and her students, as well as samples of student essays. (SR)

Describes events in the author's journey toward living her life as a poet. Includes reminiscences of her childhood, and interactions with other teachers, friends, relatives. Includes samples of poetry written by children. (RS)

Discusses a form of poetry written for two voices--two side-by-side columns, each read by a different voice. Mentions precedents of this form in art, music, and poetry. Presents examples of fourth grade, high school, and university students' poems written in this form. (RS)

Illustrates the complexity of the issues of sexism, gender discrimination, and oppression by sharing some observations, conversations, and writings of elementary school students. Notes the value of including student-created literary characters in class discussion of gender issues. (RS)

Muses on the teaching of history to sixth graders, using writing historically as a form of personal exploration, and making connections with the past. (SR)

Uses a student essay and dialog journal entries to discuss problems raised by context in grading student writing. Encourages teachers to rethink the whole system of grading and to discuss their conclusions openly. (SR)