Proposes a creative writing workshop model to shift the focus from the product of writing--the finished poem or story--to the process of writing by engaging students in the imitation of writing processes used by published writers. (MS)

Discusses the importance of writing activities in the social studies, stating that teachers must plan assignments which provide opportunities for students to communicate their own understanding of the subject matter. Provides guidelines and examples of works of poetry, historical fiction, letter writing, and current events. (GEA)

Describes "Language and Literature," a rigorous general education course offered at Saint Mary College (Kansas) for all nontraditional students entering a degree curriculum. Explains how the course matches the college's goals. Examines writing assignments and teaching methods. Reports on students' evaluations of the course. (DMM)

Reports on "Writing Day at Barnes," an intermediate school program implemented to introduce writing skills in every subject area. Presents an overview of teacher training, program framework, sample lesson plans, and guidelines for developing similar programs which focus on the improvement and reinforcement of specific writing expression…

Presents a course that combines history, literature, and journalism. Suggests that students can be enriched if communication historians integrate their research into as many of the courses they teach as is possible. (JK)

Reports on dialogue journals as effective writing tasks which bridge the gap between spoken conversation and the traditional tasks of essay and report writing. Suggests that the use of dialogue journals improve classroom management and discipline, while creating an individual tutorial relationship of both an academic and personal nature. (MM)

Addressing many students' ignorance of library usage, describes an assignment requiring a critical bibliography to be submitted followed by a critical essay. Emphasizes the need, even in introductory large lecture classes, for a working partnership between instructional staff and professional librarians and for students to become familiar with…

Presents a rationale for studying collaborative writing and evidence that coauthors can learn about the writing process from each other. Explores collaborative writing as an activity that can help students expand their repertoire of writing strategies and their mastery of written communication skills. Describes a case study of fourth and fifth…

Gives recommendations for sequencing writing assignments in courses structured by genre or definition, by chronology, and by theme. (CRH)

Describes activities designed to help students think critically and to accurately process information. (FL)

Describes the instructional activities involved in Student Activated Vocabulary Instruction--a method of instruction involving three phases: conceptual assimilation, lexical refinement, and expression. (HOD)

Describes SPAWN, a technique for helping teachers make writing assignments in which students must first read, then integrate information from reading with their background experiences, to produce a piece of writing. (FL)

Recommends student performance be evaluated by professional standards of excellence as preparation for survival at a professional level on the job. Emphasizes that all tasks given to students be as close as possible to those they would be asked to do at work. (EL)

Explains a technique for teaching proofreading to basic writing students that calls forth their inner competence with language and causes them to attend to what is actually written in order to find and correct manuscript errors. (EL)

Argues that there is sufficient reason on both theoretical grounds and the results of research and demonstration to encourage and include writing as one aspect of a reading improvement program. Describes several writing activities for use in such a program. (FL)