This article describes an approach to descriptive writing, via the senses, as a way to promote both being present in the moment and creating vivid and evocative writing. It is important to note that this approach focuses on writing, not mindfulness or meditation training directly. However, in doing these sensory-based exercises, students learn to…

Scholars and teachers within the field of composition have long heralded the merits of reflective writing. Whether written intermittently throughout a course or near the end (typically in the genre of portfolio cover letter), reflective writing assignments are thought to promote cognitive development by helping students become more aware of their…

Included among the 10 commandments for good writing are: (1) Write with verbs and nouns; (2) Write for yourself and other people; (3) Do not write in jargon; (4) Read aloud your writing; (5) Do not write cluttered sentences; and (6) Use concrete words and phrases. (JN)

Describes writing a novel about the "expectancy-loss" burden of a special needs student and the "teratophobia" of ordinary people. Discusses examples in literature, such as Charles Dickens's character Tiny Tim. Explores special needs student's way of awkwardly examining his life, as well as the trials of an author trying to…

Evaluates the use of meditation as a basis for a descriptive writing assignment in advanced composition. (MS)

Describes a pedagogical approach to teaching composition, based on research indicating that inexperienced writers have undeveloped composing processes. Presents a sample lesson for describing an item that gives technical writing students knowledge of how they write and introduces them to strategies for mastering the composing process. (HTH)

A series of six related lessons is presented that covers the three stages of process writing in which secondary students work in pairs and groups. Covering 11 35-minute periods, the lessons include prewriting, writing, and postwriting. Sample questions are appended. (Contains five references.) (LB)

Discusses ways to empower students through writing, using their own voices, plumbing their own lives for stories, poems, and essays; and engaging them in dialogue with their peers about writing and literature. (RAE)

Presents tips on improving the writing process of students with learning disabilities (LD). Information on a literacy intervention curriculum for students with LD; Impact of the strategy on the sentence writing skills of students; Process of the curriculum with its corresponding modifications; Benefits of the writing instruction program to improve…

Papago Indian children are members of two language groups and several cultural groups. The effects of these groups are manifested uniquely in each individual. A longitudinal study of writing samples from these children reveals a rich and varied experiential base which includes meaningful understandings of both Papago and American cultural…