Developed by the Oregon Elementary English Project, this curriculum unit, intended for grades three and four, introduces students to some of the mechanics of writing and provides some practice in using these mechanics. The unit contains an introduction to writing and seven sections, covering beginning and end punctuation, commas, the apostrophe,…

Students in grades 4, 5, or 6 can learn to write more concretely, accurately, and deliberately by employing three strategies: (1) elimination of those words or phrases that garble meaning or repeat unnecessarily; (2) substitution of more specific, concrete, and generally more appropriate expressions for ones that are vague and unimaginative; and…

Offering the student a way to develop a clear, concise style of writing, this nine-week journalism unit acquaints the student with various aspects of newspaper writing and publishing and with the correct methods for gathering and writing school news. The first part of the course introduces the students to the history and ethics of journalism and…

This book is designed to help individuals prepare for the Writing Skills Test, which is the first of five tests that make up the General Educational Development (GED) Test battery. The introduction offers a detailed description of the content, format, and scoring of the GED test, focusing on the Writing Skills Test, and a descriptive outline of…

The discipline of writing well is fundamental to the concept of writing as a liberating activity. (JH)

Provided is a rationale for geometric form drawing developed by Rudolf Steiner as a tool to develop motor coordination, perceptual skills, and cognition for mentally retarded and perceptually handicapped children. (Author/CL)

One can learn a great deal about teaching composition by writing the essays he assigns to students to write. (JH)

"Scratch,""Scribe," and "Scribble" are three strategies for teaching writing at any grade level. They are short, ongoing activities that do not require grading. "Scratch" concerns spelling, "Scribe" dictation, and "Scribble" the writing process. (SJL)

The author describes a fifth grade typewriting course at Glen Ridge, New Jersey, Middle School and the study made to measure student improvement in language skills as a result of the typing materials and writing exercises used, concluding that the typewriter is a valuable tool in language-skill instruction. (MF)

This experiment sought to determine whether students writing in their mother tongue (Hebrew) and thus deprived of the opportunity to be exposed to English through writing could achieve the same reading comprehension level as their peers who write English throughout the course. (SW)

Briefly discusses the use of student essays as a technique in the teaching of history. Outlines a student guide to writing reports and includes specific hints on writing essays. (JK)

Outlines ways to encourage students to think of writing as an act as simple as talking and gives practical suggestions for encouraging writing in the classroom. (SRT)

Lists 10 ways to involve students in the teacher's writing that can be beneficial to both teachers and their students. (MS)

Describes a laboratory exercise in which a writer verbally directs a reader to assemble a seven-piece puzzle. Discusses how the exercise provides a test of communicative effectiveness, an illustration of the communication process, and an opportunity to examine assumptions that writers often make. (ARH)

Describes one technical writing teacher's use of group writing projects in which students write and present a marketing report of a product they have invented. Points out that such projects teach students valuable skills in group dynamics, as well as technical writing skills. (ARH)