This collection of 27 articles written by educators suggests to classroom teachers creative ways of teaching writing well even when confronted with unreasonably large classes. The articles are presented under six main headings: ungraded writing, teacher involvement--not evaluation, student self-editing, practice with parts, focused feedback, and alternative audiences. The first section deals with free-writing, journals and other nongraded activities that can have an effect on students' skill development; the second section presents ways teachers can become directly involved in the writing process--lab tactics, role playing, and writing along with their students; the third section deals with ways students can identify and correct weaknesses in their own work before submitting it; the fourth section suggests the identifying of specific skills students need to practice and of ways to practice them with shorter forms or with particular aspects of writing; the fifth section recommends that teachers focus on a few errors that can be corrected by students at their present level of skill; and the last section includes methods involving peer evaluation and proofreading of student writing, and setting up critique groups in the classroom. (AEA)