Place-based writing affords students an opportunity to write meaningfully about themselves, grounded in a place that they know. Place-based writing is versatile and can be additive--taking just a week or two within a semester of different projects--or transformative, if positioned as the theme for an entire course. If students can learn to write…

In this article, the author shares how she envisioned and created a writing assignment for a ninth-grade English course. The writing project is a class novel comprised of short stories, one written by each student. In the writing assignment, seniors compile their favorite writings from any class in any year of high school and write reflections…

The article discusses and describes a program for English teachers that will enable them to give more interesting and creative assignments to their students. (Author/LF)

Describes several assignments and activities that focus on writing for "real-world" purposes, including writing to pen pals, government agencies, and for children or the elderly. (MM)

Describes a writing assignment that uses the song "America the Beautiful" to point the following six reasons why America is beautiful: skies, mountains, grain, Pilgrims, heroes, and dreams. (NKA)

Describes writing assignments that other teachers may wish to present in their classes on women's issues. (CRH)

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

Assignments, grading methods, and classroom techniques for teaching creative writing in the high schools. (RL)

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)

Recommends having students keep a reading journal on reading assignments as a way of getting them involved in reading, thinking, and discussion. (EL)

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)

Presents a checklist for a good writing assignment, illustrating its value through the development of an assignment based on a short story by Jack London. (RL)

Shows how a writing exercise requiring students to write to themselves five years into the future has a dramatic effect on them and helps them, perhaps for the first time, to think about their futures. (TB)

Describes research, practice, and resources for giving students writing activities in several rhetorical contexts and to various audiences. (RL)