According to composition researcher Ken Macrorie, the student research paper violates the pedagogical premise that writing skills are best learned when the writer says something he or she really believes in, for a specific purpose, to a well-defined audience. The problem is not solved by simply telling students that their classmates as well as…

It is possible to reconcile two supposedly warring viewpoints toward composition pedagogy: that writers know what they want to say before they begin writing (a viewpoint that stresses the communicative function of writing), and that writers discover what they have to say in the act of saying it (a viewpoint that focuses on the heuristic value of…

BOOK I, PART 2 CONTAINS LESSONS 15 TO 25 AND REVIEW LESSONS OF THE INTRODUCTORY THAI COURSE "FOUNDATIONS OF THAI." AS IN BOOK I, PART 1, AUDIO-LINGUAL SKILLS ARE EMPHASIZED AND EXTENSIVE USE IS MADE OF ORAL PATTERN DRILLS. THE SAME FORMAT IS FOLLOWED IN BOTH VOLUMES, WITH INCREASING USE OF THE THAI ALPHABET IN PART 2. THE AUTHORS'…

This report summarizes the procedures and outcomes of the 1971 classroom tryout of the Southwest Regional Laboratory (SWRL) Second-Grade Composition Skills Exercises, a series of sequenced writing lessons for second graders who have completed the SWRL first-grade exercises. The purpose of the tryout was to identify appropriate writing outcomes for…

Help kids create poems, stories and plays orally and they'll be readier to write. (Editor)

Advertisements can be effective stimuli for creative writing.

In order to examine the relationship between name writing and the drawing of a person, samples of both were collected from 112 preschool children (23-63 months old). (PNR)

Suggests several teaching techniques which encourage creative independent writing by providing needed structure. (DD)

Children's sense of audience in writing can be enhanced by conscious audience analysis, exercises in taking other points of view, and writing sessions encouraging peer interaction. (DD)

Suggests writing exercises which involve composing the solution to a mystery. (JM)

Uses a single language system--technical description--to illustrate how language systems can now be used as the basis for instruction in technical writing. Provides sample exercises in progressive teaching from simple description to complex continuity devices, showing how they can be used at all stages of the writing process. (HTH)

Suggests using jump-roping rhymes and rhythms as an energetic way to guide students to a basic understanding of poetic principles. (MS)

Contends that by using nonfiction writing as a daily developmental process, a child finds a predictable, nurturing, and accepting environment which helps teachers understand their students, helps children learn, and promotes acceptance of both the student and the child. (MS)

Emphasizes classroom study of poetic patterns and images to enable students to see how poems work without overwhelming them with terminology. (MS)