Describes how to conduct timed writing exercises which extend into proofreading, correcting, and paragraphing exercises. (RH)

Presents writing as a form of dialog and the paragraph as a unit of implied dialog. (MM)

Suggests an exercise to be used in a creative writing class to help students learn the various techniques available for characterization. (TJ)

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)

Summarizes a method for teaching composition that allows for practice in straight composition, the opportunity for self-expression, and the getting of feedback by asking students to write a paragraph in response to a specific question about the text for the week and a second paragraph of reaction to the text. (TJ)

Explains an exercise in which logical relationships are isolated in order to help students discover how to choose their material for paragraphs. (TJ)

Presents and discusses a descriptive paragraph useful for teaching composition students how rhetorical fragments work in writing and why sentence fragments do not. (HTH)

Proposes a formula for helping students learn to write paragraphs by requiring highly disciplined and limited material and sentences until students have acquired skills that permit more variety. (TJ)

Explains the use of templates in teaching developmental writing students about the physical structure of the traditional expository paragraph. The template approach offers a space corresponding to a 150-word paragraph with structural suggestions in the margins (e.g., Do you have a strong opening sentence? Do you need a transition?). (DMM)

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)

Illustrates how a controlled writing exercise for students of English as a second language can be used to help native speakers of English learn paragraph development. (TJ)

This exercise is intended to teach the sense of sentences and their place in the larger fabric of paragraphs as they are woven into organized papers. Based on the five-paragraph theme (introduction, three body paragraphs, and conclusion), the exercise divides "What I Haved Lived For," the prologue to "The Autobiography of Bertrand…

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: LEVEL: College. AUTHOR'S COMMENT: When I first began as a college composition instructor, I gave a standard explanation that definition was necessary if students wished to argue logically or to explain an unfamiliar subject. I showed examples of definitions, discussed ones in the text, and then sent…

To avoid confusing children, a reading approach from the very beginning should stress logical relationships based on experiences. Drilling words, sounds, or even sentences should be avoided since these practices lead to deviant schemes. A lifetime scheme involves teaching a child a process. Children need to learn a process by which they can…

Illustrates a method of helping students learn to write paragraphs and to organize their writing using a group writing technique. (TJ)