Describes a two-part approach to teaching the student research paper that encourages students to make a science of developing research gathering techniques and an art of blending the gathered materials with a perspective that will make the paper more than just a summary of facts. The approach uses biography as a model for research. (HTH)

Advocates teaching both classical argumentation and Rogerian rhetoric back-to-back. Advocates assignments using both to highlight the role of audience, the importance of arrangement, the value of tone, the nature of the writer's "ethics," and the use of evidence. (MS)

Argues the necessity of bridging the gap between the personal writing traditionally assigned in basic writing courses and the academic writing which students are expected to produce in their other courses. Offers manageable strategies that enable students to articulate arguments based on sources. (MS)

Describes a final writing assignment in which students themselves must propose a writing assignment and rationale for future use in the classroom. The assignment forces students to examine what they have learned in the course and gives the teacher some insight into what has not been taught successfully. (HTH)

Describes a writing assignment useful for high school and college students in which students ponder, discuss, and write about collecting, collectors, and the human impulse to collect. Includes some samples of student writing. (SR)

Explains how an exercise for high school or college students can be disguised as a lecture. States that the first step is to have the students write a conversation, and that after this is done, a whole range of writing devices can be demonstrated, including use of characterization, tone, environment, and plot movement. (PA)

Emphasizes classroom study of poetic patterns and images to enable students to see how poems work without overwhelming them with terminology. (MS)

Suggests that through the shared experience of producing a story, students can understand plot on a deeper level and remember it more vividly than simply having it explained to them. (MS)

Describes rewriting examples of good writing into "ordinary" writing, to identify what elements of style made the original version so effective. (HTH)

Describes an assignment in which students are taught to develop poetry using the ideas and words found in newspaper or magazine stories. Includes model poems. (HTH)

Describes a method for encouraging students to develop a reflective/exploratory essay. Students are asked to freewrite or brainstorm on several famous quotations, exploring the disparity between the appearance and the reality. Students then write essays on some of the ideas conveyed by one of the quotes. (HTH)

Describes several activities for generating writing ideas and writing assignments to capitalize on those activities. Assignments include recording the experience, describing a reaction to the experience, or forming a generalization based on the experience or a principle formalized as the result of the activity. (HTH)

Presents seven writing exercises designed to (1) convince students they have something to say, (2) produce work that students enjoy writing, (3) demonstrate that good writing does not have to be dull, and (4) help acquaint students with their own ability to use various personnae. (FL)

Describes a project in which students write research papers about a chosen career. Explains that the project is successful because the students view it as a practical exercise. (FL)

Presents a writing exercise which involves students in their own and their peers' writing. Claims validity in that it personifies one of the most persistent blocks to expression--the inner critic which causes the writer to reject too soon and discriminate too severely. (RAE)