Describes use of Ten Perfect Sentences approach to teaching English writing skills to nonnative English language students at the upper secondary and university levels. The purpose of this approach is the writing of correct sentences in English on a topic before progressing to compositions. Stresses insistence on high standard of mechanical…

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

Suggests incorporating business writing into a freshman English course. Outlines three writing and research assignments: a financial status memorandum, a management analysis report, and an evaluation of applicants for a position at a university. (TJ)

Discusses well-written, moving children's stories that can be used to promote children's writing. (RL)

Recounts the rationale and design of an ongoing attempt to use sentence-combining as a basic component of an effective instructional technology and to integrate that technology into a course in technical exposition. (TJ)

Reports on the positive effects of free writing that is followed by rewriting. (RL)

Discusses technical writing textbooks and assignments that can be used in advanced courses in technical writing. (RL)

Suggestions are given for assignments designed to improve general writing skills in conjunction with traditional physical education activities. (LH)

From his own teaching experience, the author presents his views on the essentials of effective writing instruction: diagnostic testing, student grouping, meaningful assignments, and the teacher as model. He also presents some of his techniques for teaching observational skills, exactness, and logical sequence. (SJL)

Suggests a method for helping students learn to revise their papers by carrying out a series of assigned tasks either individually or in groups. (TJ)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

Lists suggestions which can serve as springboards for ideas on possible news and feature stories in student publications. (HOD)

Provides a framework for using journal writing in the primary grades to develop writing skills. Outlines techniques to help focus teacher observations, deepen insights, inform curricular decision making, and help teachers reflect upon the student's role in journal writing. (RS)

Describes how "speedwriting" requires that all learners become actively engaged in their own learning because, rather than generating ideas orally, students are instructed to write down all their ideas as quickly as they can. Considers how the social engagement of discussion and the sharing of ideas during the writing phase drew even the…

Argues that writing teachers need to encourage profuseness as well as concision, to teach not just brevity but also loquacity, to help students repeat inventively. Notes that the stylistic values implicit in writing theories, pedagogy, and culture so overwhelmingly favor conciseness that elaboration gets lost in the learning process. Presents…