Recommends a 15-step cut-and-staple method that helps students improve their writing while learning to manipulate parts of their work in the revision stage of the writing process. Offers secondary suggestions in addition to the 15 steps. (RL)

Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)

Describes what one high school writing teacher would do to make a writing workshop work effectively. (RL)

Discusses 11 specific activities that teachers can emphasize as part of the revision process, including altering form, organizing material, creating transition, deleting material, expanding information, emphasizing ideas, subordinating ideas, creating immediacy, improving syntactic structure, improving language use, and cleaning up. (RL)

Presents a series of exercises aimed at helping students generate lines and ideas for their poetry. (MM)

Acknowledges the anxiety of writing and of teaching writing. (JL)

Outlines a procedure to help students revise their writing. (JL)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

Presents a series of three lessons based on found poems. Including a discussion on what poetry is; developing a poetic; and sharing poetry with others through peer analysis and small group discussion of each student's found poem. (RAE)

Explains why writing is a mysterious, complex process dependent on a lifetime of experiencing, feeling, and thinking, and why English teachers should be emphasizing writing to an audience more than the learning of mechanical rules. (RL)

Discusses an approach to teaching writing that emphasizes verbal transactions between writer and reader, the importance of students'"inner speech" and expressive writing, and the teacher as a sympathetic audience. (RL)

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)

Provides a writing assignment that introduces the use of an invention heuristic to students of middle school age. Illustrates the use of the assignment with the prewriting and in-class essay of a nine-year-old student. (RL)

Applies educational research on the composing process to the writing of junior high school students. Explains how tapes were used to create a new unit aimed at correcting student writing weaknesses. (JL)

Reports the highlights of the first year of the National Study of Secondary School Writing, which provides new information about secondary school writing instruction. (RL)