Claims that the real value of a response journal is that it enables readers to make meaning as they read, to be actively involved in their own learning process. Includes guidelines for keeping a response journal. (JAD)

Designed for high school and college students as a pattern for writing essay examination answers in a history course, this guide is applicable to students' need to write cogent and coherent essay answers in examinations in any social science or humanities course. (SM)

Inexpensive collections of student writing for use in public school classrooms could do more to stimulate interest in writing and literature than all the adult- written anthologies and stories published to date. (Author/NH)

Describes a teaching method which can be used in college level sociology classes to improve student writing. The teacher provides students with concrete examples of well-written work by other students in the class to compare with their own. The example clearly illustrates what the teacher expects from the students. (AM)

Discusses back-to-basics emphasis on writing skills and describes thematic approach of a five-week session for high school seniors with little writing experience. Student pre- and posttest essays are appended. (KC)

Tells how students in a journalism class learn copyreading skills through reading and editing each other's work. (GT)

Describes using self-reflective synesthetic writing exercises (which prompt students to think metaphorically about crossed senses--taste of clouds, smell of anger, etc.) in creative writing with high school students. Notes how such writing allows a reader/teacher insights into students' lives and personalities. Includes student sample poems. (SR)

Encourages students to attempt to capture the voice of established poets in parodies. Notes that this close interaction with literature allows the students to gain a deeper appreciation and understanding of literary styles. Presents two student parodies of William Wordsworth's "I Wandered Lonely as a Cloud." (RS)

Considers how over 10 years of teaching first-year composition, more than two-thirds of the authors' students have elected to write about things that have caused them sorrow, about the deaths of loved ones, about the deaths of neighbors, even of hope itself. Composes a set of "meditations" - brief essays in which the authors try to understand…

Describes how the emotions surrounding death created a communion between a teacher and her class. Presents four poems, one written by the teacher, concerning the death of family members. (RS)

Describes how the topic of "sleaze" became the leitmotif of a high school English classroom for several weeks. Presents students' responses to the topic, which demonstrates that the students are reading, writing, and thinking about the topic over an extended period of time. (RS)

Argues that through poetry students can give voices to people whose voices usually do not find their ways into their classrooms or textbooks. Discusses poetry and literature, poetry in history, and personalizing poetry. (RS)

Argues that characters in young adult books who happen to be writers can serve as models of the writing process for students. Discusses several novels that feature young writers. (SR)

Discusses and provides examples of seven types of columns for high school newspapers. (SR)