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)

Elementary students can become good editors by using editing skills during the writing process. Teachers must present and repeat editing topics in minilessons, provide reminders of particular skills that were addressed, teach students to use editing resources, and expect students to develop proper usage gradually. (SM)

Arguing that writing must be a construction of reality and a discovery of meaning, proposes a role for the writing teacher analogous to the facilitating relationship of professional writers and their editors. Identifies three principles for the teacher as editor: (1) do not give assignments, (2) do not give grades, and (3) ask writers to talk…

A teacher describes what happens when professional writers are invited into his college composition classroom to talk about and show the processes they employ in revising their work, and reports that students benefit not only by hearing about but also by actually seeing successive drafts. In the class, the students begin the semester by analyzing…

Class activities such as discussing student work in editing group sessions or on the viewing screen can be used successfully to teach revision and ensure polished student writing. (RL)

These guidelines for teaching editing skills to secondary students with hearing impairments focus on: (1) revision, in which students review and refine the content, ideas, and form of their writing; and (2) proofreading and copy editing, in which students examine grammar, sentence structure, punctuation, and spelling. Ways to utilize peers as…

Designed specifically for authors, both aspiring and experienced, who work with children and their teachers, this booklet offers advice for educators who want to write and publish professional articles or books. It examines the following eight topics: (1) what it means to be an author; (2) how to prepare to write: learning the craft of writing;…

Suggests that technical writing students need to be introduced to four important job-oriented concepts: (1) sleuthing (to pinpoint and correct questionable materials); (2) diplomacy (to handle sensitive authors); (3) scheduling (to estimate the time involved to complete a job accurately); and (4) budgeting (to determine job costs). (HTH)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

A group of four brief papers provides ideas for teachers of writing and reading. "Writing to Learn" (Osvaldo Grijalva) focuses on writing as a process emphasizing experience and participation, and compares the traditional approach to writing instruction with a learning-process-oriented approach. "Teachers' Corner" (Rogelio Chavira) lists possible…

Suggests that spelling instruction must go beyond the use of a text or series and that spelling should be impressed on students as an important part of their writing. Proofreading, peer editing of compositions, and other techniques for spelling improvement are discussed. (SJL)

Discusses how writing instruction can help students move from the expressive writing typical of first drafts to writing that can be presented to discriminating audiences. (MM)

The writing program described in this lesson plan asks students to look closely at their writing, marking speaking parts, and then to return to the beginning to find any places where the "characters clash." During the one 50-minute lesson, students will: explore paragraphing conventions for dialogue; examine their own writing closely…

A series of four parent newsletters helped one primary teacher explain how children were learning to write, the development of writing as a process, and what parents could do to help their children with writing. (RL)

Outlines a three-part diagnostic unit that tells the technical writing teacher what students need to know while showing students what technical writing is. Divides the unit into (1) troubleshooting a poor report, (2) exchanging and comparing revised reports, and (3) followup activities. (RL)