Presents a procedure writing students can use, either singly or in groups, to exploit the general knowledge they have of common objects, artifacts, and institutions. Describes the use of a matrix to integrate knowledge about realms, or areas of interest, and concerns, or problems. (MM)

Suggests that using a formula approach to constructing topic sentences can serve to motivate student writing and to inform students about the methods used to produce mass circulation fiction and tabloid writing. (AEA)

Describes how students can be encouraged to draw upon their imaginations and upon their observations of and speculations about the outside world to write their own short fiction. (AEA)

Suggests teaching a variety of sentence beginnings in writing instruction. (AEA)

Shows how an unstructured writing period at the beginning of each class became a motivational and learning tool for adults in a composition course, helping them to transform thoughts and words or phrases into more formalized works. (RL)

Reviews what researchers have found out about prewriting, and postulates how this information can help teachers promote growth in writing. (CRH)

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)