Intended for the reluctant writer who finds writing difficult or is unable to put ideas on paper, this guide examines the characteristics of the reluctant writer and suggests strategies for teachers to use when dealing with these characteristics. It also reviews the writing process, categorizes the reluctant writer according to grade level, and…

Notes the villanelle is one of English poetry's most demanding forms. Discusses two distinct ways in which a villanelle unfolds - as a satellite or as a snowball. Describes how the meaning of the repeating lines in a snowball villanelle change and increase with each recurrence. Presents exercises for teaching the villanelle. (SG)

Uses a single language system--technical description--to illustrate how language systems can now be used as the basis for instruction in technical writing. Provides sample exercises in progressive teaching from simple description to complex continuity devices, showing how they can be used at all stages of the writing process. (HTH)

Argues that journal writing expands students' discoveries about themselves as writers, and extends their abilities to take charge of writing assignments in both English and non-English courses. (MS)

Proposes as a follow-up to an article on controlled composition for basic writers a necessary bridge between strict copying and independent composing. (HTH)

Discusses length and speed, spontaneity, and discipline as the attributes that affect creative writing assignments, students' development as creative writers, and appropriate methods of teaching creative writing. (RL)

Presents a writing exercise which involves students in their own and their peers' writing. Claims validity in that it personifies one of the most persistent blocks to expression--the inner critic which causes the writer to reject too soon and discriminate too severely. (RAE)

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

Proposes combining peer-response exercises from Peter Elbow and Pat Belanoff's book "Sharing and Responding" with the series of written peer critiques in Kenneth Bruffee's "A Short Course in Writing." Argues that these types of peer criticism work best in tandem in the collaborative classroom, capturing the struggle between individual expression…

Presents specific implications of writing research for teachers who work with gifted youngsters in elementary school writing. Supports the use of derived plot patterns and point of view as two types of literature-based writing assignments that work especially well with gifted students. (MS)

Describes how a "strip story" activity (reassembling a text from strips of paper containing the text's sentences) develops reciprocity, the interaction between reading and writing as the reader negotiates a text and the writer assists the process. (MM)

Claims that self-evaluation instruments strengthen students' ability to evaluate their own writing and improve writing instruction. Argues that self-evaluation exercises should (1) help students evaluate their writing, (2) demystify teachers' grades, (3) encourage students' awareness as writers, (4) require written responses from student, and (5)…

Suggests using poetry's short short forms for a methodical and rapid series of writing assignments that emphasize both careful writing at the sentence level and overall planning and respect for form. (HTH)

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

Advocates using the case approach in college writing classes. Suggests that asking students to play the roles of participants in a situation, whether real or imaginary, helps them learn to address a particular audience with a clear purpose. Offers a case approach with discussion questions and possible assignments. (RL)