Describes the development and implementation of a writing project for which students wrote letters to senior citizens. Reflects on students' writing improvement and positive attitude toward writing. (SRT)

Proposes incorporating a wide variety of texts from a variety of academic disciplines into the freshman writing course. Offers two sample text-based, process-oriented writing assignments. (HTH)

Describes (1) an activity in which students act out a courtroom drama involving their favorite literary characters; and (2) an activity in which older remedial readers improvise short plays of dramatic conflict based on stories they have read, tape record them, and then edit the transcripts. (ARH)

Indicates that, although it was not easy for students to apply what they had learned from writing personal narratives to other subjects and other types of stories, the personal narrative assignment turned out to be much more than a way to keep students writing between interview-based assignments. (JK)

Presents ten ideas for improving student writing skills in high school social studies courses. The ideas are based on the use of the writing cycle and lead students toward the preparation of a persuasive essay. (GEA)

Argues that the best way to encourage writers is to allow that their writing has a real purpose and a real audience. Discusses how unself-conscious response to the purpose of writing is more useful than responses that attend only to technique and form. (SRT)

Uses Yeats's poem "Father and Child" to help high school students understand the technical elements that go into a poem and to help English methods students understand what is meant by an integrated lesson in language, literature, and composition. (HTH)

Appraises the computer as a prewriting aid. Evaluates both the quality and quantity of ideas produced by various invention techniques and programs, and compares results of similar studies by Hugh Burns and Helen Schwartz. (NKA)

States that writing must be taught in a way that interests and involves students and prepares them for life outside the writing classroom. Gives examples of appropriate assignments, including writing a letter of complaint and writing job application letters and resumes. (DF)

Offers a method for teaching English using biographies in conjunction with creative writing assignments, for example, writing a short biography of another student in the class. (SRT)

Presents a classroom exercise in literary analysis that requires students to imitate Ernest Hemingway's writing style. (DF)

Explains reasons for eliminating the requirement of "personal" writing from the curriculum in adult classes. (EL)

Uses ideas from speech act theory to show students how to become "co-communicants" with their readers. (DF)

Describes efforts of the faculty writing workshop at New York University to help teachers redefine themselves as writing teachers based on being a writer rather than a teacher. Describes the activities and rationale for each workshop. (HTH)

Describes a system for arranging assignments in a composition course that aims to prepare students for academic writing, by focusing entirely on exposition and its conceptual demands. (HTH)