Argues that the perennial problem of boring student writing is solved when assignments provide writers with target readers, enabling students to find their appropriate voice. Discusses a sample assignment in which students explain how to do something they do well to readers who don't know how to do it. (JG)

Describes a poetry writing assignment that teaches students the importance of place and objects in expressing emotions about a childhood memory. (RL)

Argues that asking students to write in concrete images about specific events and places serves to emphasize the importance of writing from detailed personal experiences. (RL)

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)

Contends that the subtleties of good writing are best learned by imitating proper models. Notes that the trick to using imitation in writing instruction is knowing how to assign imitations and differentiate them carefully from plagiarism. Offers exercises as suggestions and student writing as illustrations. (RL)

An argument for using various letter writing assignments to help students develop their writing voices. (RL)

Describes how students are able to empathize with women writers and each other by reading and writing autobiography. (CRH)

Describes and illustrates a writing assignment in which students assume the role and the voice of someone they perceive as different from themselves, requiring attention to appropriate--not necessarily "correct"--language styles. (RL)

Shows how it is possible to explore the changing role of women by working within the framework of the typically basics-oriented English classroom. (EL)

Discusses the sequencing of writing assignments based on students' natural development. Cites the work of Piaget and Moffett. (FL)

Reports of classroom research on the effectiveness of sentence combining as a teaching technique. Notes the value of in-class research. (RL)

The typical assignment in introductory literature courses asking students to interpret the meaning of a work is inappropriate for most college students because it makes demands they cannot meet, it does not give them transferable skills, and it does not promote a love of literature. Instead, teachers should give assignments that encourage students…

Argues in favor of teaching thesis and the forms of exposition by means of assignments such as personal narrative, autobiography, and observation out of direct experience. Describes one such assignment. (RL)

Presents a set of writing assignments and class activities for helping students to define their own writing problems, set their own goals, and evaluate their own progress. (RL)

Argues that the introductory history course should focus on teaching students to find, evaluate, and present information in a coherent manner rather than merely present a cluster of facts to be memorized. Suggests an article review assignment which teaches students to effectively evaluate and communicate knowledge. (LS)