Argues that teachers of young children need to recognize and take advantage of suitable opportunities to model their writing skills. Offers examples of possible activities. (FL)

Describes several activities that can be used to involve students in class and prevent them from becoming merely passive observers of the teacher. (FL)

Discusses four classroom writing activities that can be subsumed within the content area learning environment: anticipatory questioning, notetaking, using graphic organizers, and writing summary paragraphs. (FL)

Recommends ways teachers can help students write better research papers. (JL)

Noting that the writer's journal is both a memory bank for observations and a nonthreatening means of exploring language, this guide offers individual classroom strategies for making the journal a valuable writing instruction tool. Following an introduction, the guide is divided into sections as follows: (1) philosophy of journals in the…

Points out the value of responding to students' first drafts of papers, outlines a three-step approach for doing so, and gives five examples of such an approach. (JL)

Outlines a writing-across-the-curriculum program for high schools. Discusses the role of content area teachers in such a program. (FL)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)

Presents a checklist for a good writing assignment, illustrating its value through the development of an assignment based on a short story by Jack London. (RL)

Divided into four sections, this workbook offers assistance to teachers in preparing writing lessons and then in presenting these lessons in their own classrooms. Part 1, "The Writing Lessons," consists of 22 prewriting preparation and instruction lessons followed by 10-minute writing exercises covering various aspects of freewriting,…

Interpreting Aristotle's criteria for persuasive writing--ethos, logos, and pathos--as a concern for writer, language, and audience creates both an effective model for persuasive writing and a structure around which to organize discussions of relevant rhetorical issues. Use of this heuristic to analyze writing style, organization, and content…

Describes how a Wisconsin agricultural journalism course for nonmajors achieves success, despite large enrollments, through a heavy diet of writing exercises, review questions, out-of-class help, and student presentations. (HOD)

One approach to teaching organization to a writing class is to subdivide the organizational processes. One subdivision recognizes that certain compositions have a predictable format--they put expected parts in predictable places. Following a format at appropriate times is a skill that should be taught, or at least insisted upon, at the beginning…

Teaching always occurs in a rhetorical context. It involves discovering and maintaining a proper balance among three elements at work in any communicative effort: the available arguments about the subject itself, the interests and peculiarities of the audience, and the voice of the speaker. Teacher management of the classroom, writing assignments,…

Imaging, or disciplined daydreaming, can be used in the composition class to expose students to their innate creativity, lessen writing anxiety, refresh memories before writing of personal experiences, and make impersonal subjects, such as historical events, vital and personal. Teachers can construct a classroom imaging session (which takes about…