Describes several activities that can be used to involve students in class and prevent them from becoming merely passive observers of the teacher. (FL)

Traces the development of a project that consisted of first graders developing a book. (DF)

Discusses objections to an article describing a teaching assignment in which students were to compose and mail a letter to at least one individual or organization in order to elicit a written response. (DF)

Compares similarities between dancing and writing and provides examples of exercises that combine dance and words. (DF)

Describes a method whereby students of French apply small increments of grammar and vocabulary immediately in daily 15-minute writing sessions in which they write brief, structurally sound compositions and focus on language use rather than on translation of ideas from English to French. (MSE)

Describes a newswriting exercise to teach coverage of public speaking events in which students were asked to report on Jesus Christ's Sermon on the Mount. (HTH)

Describes a philosophy course with an expanded writing component. Includes samples of writing assignments. (HTH)

Presents steps for a writing class project in producing thematic magazines that parallel the writing and literature themes of the course. Includes a 25-day schedule. (HTH)

Describes a method for preparing students for vocabulary quizzes that enables students to make a personal connection with the new words. Students remember as many of the new words as they can, then free write about each one to arrive at a definition.

Describes how teachers can use the Bayeux Tapestry as the basis for writing games in many disciplines. Offers guidelines for conducting introductory lectures and preliminary investigations. Presents a series of writing games for the following disciplines: Art, Communications, English/Language Arts/Foreign Languages, History/Social Sciences, Home…

Discusses four classroom writing activities that can be subsumed within the content area learning environment: anticipatory questioning, notetaking, using graphic organizers, and writing summary paragraphs. (FL)

Discusses using ungraded, uncorrected journals focusing on academic and class-related concerns as a nonthreatening way for students to practice writing English. Proposes that teachers should become participants in the writing processes by writing journals to the class. (EKN)

Presents a criticism of Evan Carton's description of a writing assignment, noting the contradiction between the assignment's real purpose and the rigid writing restrictions inherent in the assignment that preclude the purpose. Presents Carton's response. (HTH)

Deals with teaching a Walt Whitman unit in a high school American literature course. Discusses ways of making the poet's work relevant to the current generation of students. (RBW)

Recounts how students at Rutgers (New Jersey) Preparatory School used journal writing to explore their feelings about the disruption in their academic life caused by a fire that destroyed much of their school. (RBW)