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Jogan, Sushma N. – Online Submission, 2019
"Lesson that come easy are not lessons at all. They are gracious acts of luck. Yet lessons learned the hard way are lessons never forgotten"--Don William. The present paper illustrates how to plan effectively for teaching prose in English. The design and strategy of the lesson can be planned prior to the teaching class. Teaching prose is…
Descriptors: Lesson Plans, Teaching Models, Teaching Methods, Writing (Composition)
Toso, Erec – Community Literacy Journal, 2016
While the social, political, economic, educational, and cultural consequences of high rates of incarceration have been well documented, the social psychological dynamics have not received as much discussion. I offer here a first person narrative reflection on the connections between a writing workshops and raising social awareness of the realities…
Descriptors: Workshops, Correctional Institutions, Institutionalized Persons, Personal Narratives
DeLotto, Jeffrey – CEA Forum, 2011
I propose that we think about what a paragraph is by considering its "function," what it does in a piece of writing, whether in a popular novel, a newspaper article, an e-mail, a business report, or a lofty piece of literary criticism. We might think about a paragraph as a "rhetorical dwelling."
Descriptors: Writing Instruction, Literary Criticism, Scholarship, Paragraph Composition
Lemarie, Julie; Lorch, Robert F., Jr.; Eyrolle, Helene; Virbel, Jacques – Educational Psychologist, 2008
We propose a two-component theory of text signaling devices. The first component is a text-based analysis that characterizes any signaling device along four dimensions: (a) the type of information it makes available, (b) its scope, (c) how it is realized in the text, and (d) its location with respect to the content it cues. The second component is…
Descriptors: Cues, Cognitive Processes, Prose, Word Processing
Thompson, Michael Clay – Understanding Our Gifted, 2006
In many classrooms, poetry is shoved to the neglected edge of language arts, out of the bright core of content that may (should) include grammar, vocabulary, and strong literature. If time permits, a class may read a few poems and discuss them from a so-called "interpretive" point of view. All of this takes place in the context of an apparent…
Descriptors: Poets, Art, Prose, Poetry
Huntley, John F. – EDUCOM Bulletin, 1986
Describes clientele who could benefit from software being developed at University of Iowa for writing effective prose; what these authoring tools do and how they work; and design standards likely to produce a successful product. The software's design scheme, general design principles and objectives, and educational potential are discussed. (MBR)
Descriptors: Computer Assisted Instruction, Computer Software, Creative Writing, Objectives

Hirsch, S. Carl – English Journal, 1984
Describes a program of creative writing and describes student objectives and teacher objectives that allow the experience to aid students in producing critical essays. (CRH)
Descriptors: Creative Writing, Fiction, Prose, Secondary Education
Clark, Roy Peter – National Forum: Phi Kappa Phi Journal, 1985
The experience of a writing teacher who taught fourth and fifth graders how to take notes, describe what they observed, interview, write quickly, amd edit their own work are presented. Searching for ideas, gathering and sifting, finding a focus, rethinking and correcting, and reaching an audience are discussed. (MLW)
Descriptors: Communication (Thought Transfer), Elementary School Students, Expository Writing, Grade 4
Strunk, Sandra J. – 1992
"Unheard Voices" was a project designed to provide adult educators with specific guidelines and ideas for integrating a creative writing component into an existing program of adult basic education, General Educational Development, or English as a second language. The project also collected and published student poetry and fiction in…
Descriptors: Adult Basic Education, Adult Literacy, Creative Writing, English (Second Language)