Careful use of analogy can create interesting and sharp writing. Some of the problems are that an analogy imposes an attitude, there must be a counterpart, details may or may not correspond point-for-point, and an analogy starts in difference and is then brought into the realm of likeness. (TJ)

Relates a two-part writing assignment for the study of poetry, in which students are assigned to write a critique in response to a particular question and are then asked to give a personal response. (TJ)

Suggests encouraging students to use three or four steps to disintegrate their original objective descriptions of an event in a novel as a way to experiment with writing and to develop some critical observations about the author's fictional world. (TJ)

Suggests a short library assignment researching journal articles pertaining to a student's major or vocational interest as a way to encourage exploration of the library, prepare students for writing more lengthy papers, and introduce students to a variety of material related to specific subjects. (TJ)

Suggests the use of a chart to help students learn to use apostrophes correctly. (TJ)

Suggests a way to motivate students' writing and thinking by having them react to critics of novels, plays, or short stories. (TJ)

Recommends a process by which students learn to revise their own papers using a series of guidelines and questions. (TJ)

Describes a teaching game for bibliographic formatting that emphasizes the importance of noting author, title, and publication information precisely while using accurate formatting and punctuation. (HTH)

Suggests two exercises in writing a research paper: compare two biographies of one person, and discuss a problem about the truth of an incident in the person's life, citing positive and negative points of view. (TJ)

Suggests that using Francis Christensen's method of analyzing paragraphs can help students improve their own paragraph development. (TJ)

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)

Proposes a technique that will help high school and beginning college writers move from writer-based to reader-based prose through dramatic presentations. (FL)

Describes four assignments designed to help college freshman composition students correctly document their research papers. (FL)

Suggests using a puzzle with a frame to demonstrate to students the value of an introduction and an outline in writing. (TJ)

Summarizes a method for teaching composition that allows for practice in straight composition, the opportunity for self-expression, and the getting of feedback by asking students to write a paragraph in response to a specific question about the text for the week and a second paragraph of reaction to the text. (TJ)