This paper offers a model to be followed by students completing a writing assignment. The model, designed originally for writing students at two-year colleges, prescribes the number of paragraphs and the content of each paragraph. Suggested topic assignments are offered, and an example of the use of the model is provided. Four steps are proposed…

The Academic Foundations Department at Rutgers University developed an alternative method for encouraging writing that allows the students to work together in small groups. This method, called group composing, has many advantages: it is process-oriented rather than product-focused; it allows students to become aware of the options available to…

This paper discusses summer seminars on teaching writing that members of the Applied Writing Program at Ithaca College offered to their colleagues in other disciplines. These seminars grew out of the conviction that every teacher who assigns papers is, to some degree, teaching writing, and many of those teachers, unsure of the limits of their…

In this individualized reading program, informal diagnosis through instructor-student conferences leads to an individual prescription, which is based on standardized test scores. Additional program components include an informal reading inventory, student's statements of goals, student's interests, student's other courses, amount of time available…

This anthology presents a selection of children's writing collected and discussed by ten teachers from Great Britain. Part one presents a variety of different types of children's writing. Part two includes examples of creative writing. Part three includes examples of informative writing. Part four presents the writing of four pupils, ages seven,…

Starting a course by asking students to write the worst papers possible alerts them to common faults and weaknesses.

Describes an exercise to elicit student interpretations of Robert Wallace's poem, "Ungainly Things." (MM)

Describes two techniques that use poetry written by foreign language students to help them gain a greater understanding of poetry. The first technique elicits students' reactions to their own poetry, while the second approach uses students' poetry to teach about poetry. (CB)

Suggests that composition courses can strengthen ties between reading literature and writing about it. Shows how writing assignments that originate in readings of literary texts encourage students'"writerliness." Provides a sample satiric sketch assignment sheet. (MM)

Offers pointers for establishing a college-sponsored essay contest for public school students in grades five through twelve and enumerates the benefits of such a program. (NKA)

Presents 10 guidelines for principals to follow when evaluating their staff's effectiveness in the teaching of composition. (MD)

Southside Elementary Writing Focus examines the process that fostered teacher leadership as a way of strengthening instruction and meeting some of the challenges typical in a school with a high minority student population, high student transiency, and low test scores. After five years, the key components of the initiative remain intact. The seeds…

Over the last few years, YOUTH SPEAKS after-school poetry workshops have helped turn hundreds of student writers into poets. Intended to be a resource for teachers who wish to transform their poetry lessons into a dynamic learning environment, this book focuses on some of the secrets of the success of YOUTH SPEAKS. Utilizing student examples from…

This paper advances a taxonomy of college writing styles based on a broad spectrum of writing research. The taxonomy focuses on the constructs of deep and surface writing and the role of selfhood in affecting writing strategies and outcomes. It compares constructs such as reflective versus reproductive, hierarchical versus linear, active versus…