The central concept of a new theory for teaching writing is discussed. The theory states that when students know that the elements in a writing assignment are partly of their own invention, they will be more motivated to produce interesting stories and essays. At the same time, the teacher is able to stress writing skills previously introduced.…

Description of the use of Giotto, a preliminary written-response game, in an English Class. It was used in examining response to a character; to discuss literary structure, and in analyzing a short story. Highly improvisational, the game excited student interest. (Author/JB)

Includes a sequence of questions and answers used to help one identify, define, limit, and analyze a topic prior to asserting a personal point of view about it in writing. (RD)

Argues that when students interrupt their thought flow during composition writing to edit language, syntax, or mechanics, the pauses obstruct fluency and dilute concentration. Use of the word processor for invisible composition is described to show how computers reduce time spent on composing and alter quantity and quality of time. (MBR)

Discusses the various aspects of writing instruction from teaching English script to teaching composition. (EKN)

Describes sample essay topics from an introductory course in philosophy that can be used to engage students in values analysis, values consciousness, and values criticism. (AEA)

Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Suggests student writing exercises before, during, and after reading Shakespeare's Henry IV. Cites specific passages, followed by discussion and writing questions centered on the conflict between Henry IV and his son, a "generation gap" theme to which students can easily relate. (HTH)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Research suggests that good writers differ from poor writers. Teachers who develop prewriting exercises, emphasize multiple draft assignments, help the student think about revision, and evaluate the product can help undergraduates write and think more clearly. (Author/AM)