The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

Describes a teaching sequence in which students are taught to write as if they were readers and read as if they were the writers. (HOD)

Proposes "organizational trees" as a means of helping students understand that each sentence in an essay must have purpose and direction. (FL)

The Read/Write for Personal and Economic Growth program starts with the writing of three-sentence paragraphs that contain a topic sentence and two major detail sentences. The program begins with short passages so that adult learners can experience immediate success. As learners progress, they receive help on such problems as sentence fragments,…

Suggests that teaching students to achieve coherence involves teaching them what it means to plan and to move up and down a hierarchy of abstraction as well as teaching them to build cohesive links into their writing. Describes a program for teaching coherence. (RL)

Argues that problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

Suggests teaching a variety of sentence beginnings in writing instruction. (AEA)

To gain a sense of good rhetorical structure, what students of writing in English as a second language need to do is not to practice writing paragraphs and essays conforming to particular patterns, but rather to recognize and understand the resources available for indicating relationships between the propositions that make up their own, unique…

Suggests teaching remedial composition students to use visual clues--markings and locational indicators--to analyze sentences and eliminate recurring grammatical errors. (AEA)

Suggests using a sentence construction game to make basic writing students more aware of their linguistic ability and more comfortable dealing with grammar. Indicates that the experience helps students in revising their writing and introduces the experience of working creatively and playfully with language. (TJ)

Eleven brief items providing a range of activities and exercises to help students master the elements of coherence in text and to foster both comprehension and production are presented. (MSE)

Argues that effective grammar instruction depends on shifting from a teacher's to a learner's grammar. Introduces techniques for presenting grammar that are accurate, workable, economical, compact, operational, and immediate. (MM)

Describes a technique for introducing the basics of grammar into a college freshman composition course, in which the instructor correlated grammatical structures with students' personality types. (HTH)

Offers rules and comments for using discourse analysis to teach student writers how to convert incoherent compositions into coherent, cohesive prose. (RL)

Guidelines for connecting the rhetorical principles taught by Francis Christensen with concepts from sentence-combining in a plan to help students learn to invent and develop sentences. (RL)