Discusses incorporation of descriptive chemistry and scientific/technical writing at the high school level. After discussing the periodic table, each student prepares a paper discussing the history, atomic data, occurring/extraction/purification, properties, and uses of an element. (JN)

Describes different types of prewriting activities such as "brainwriting," visual synectics, and relational algorithms. (JL)

Outlines a technique for improving student writing across the disciplines through postwriting evaluation sessions. (FL)

Illustrates how elementary-secondary teachers often ask students to perform tasks beyond their abilities. Argues that writing teachers should learn what can reasonably be expected at various grade levels; show students how to improve; and focus sequentially on the four stages of writing-- fluidity, versatility, correctness, and style. (AYC)

Describes a remedial writing class in which students learned organizational skills by cutting up and rearranging their own freewriting on a particular topic. (JL)

Discusses the benefits of having regular sessions in student journal writing. (RL)

Offers several strategies that can be used by social studies teachers to incorporate more writing into their classrooms. (FL)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Examples of types of writing activities, including skill-drill, story pieces, scenario writing, and a letter to the editor, for use in secondary world history classes, are presented. A social studies writing model is also included. (RM)

Presents a series of exercises designed to provide freshman composition students with a base for analyzing works rhetorically, to point out how language can be used persuasively, and to illustrate how satire functions. (FL)

Describes a method for teaching writing in which a series of passages are rewritten by the student, altered by progressively difficult transformations and manipulations, as an alternative to grammar instruction. (HTH)

The teaching of writing, an important element in reading instruction, is undervalued in literacy programs. Writing instruction must deal with negative attitudes, lack of self-confidence, and "writers block," as well as with mechanics. Many writing techniques can improve reading comprehension as well. They are essential to both tutorial or…

A study compared two methods of teaching writing by varying the number of writing assignments. The group with less writing practice and more theory instruction was found to be equal in achievement to the group that received extra writing practice. (A suggested method of teaching business writing is presented.) (LRA)

The four mini-centers described here give a sampling of themes and activities for small classroom learning centers on writing. Short descriptions are also included of 20 other possible themes to interest students in writing activities. (SJL)