Examines the correlation between explicit positive or neutral comments by tutors and improvement in high school students' competency test scores. (RAE)

Describes various teaching models that have proven effective in teaching argumentation. (HOD)

Reports on teaching strategies that strengthen students' reading skills in identifying how autobiographical writers signal specific purposes. Notes that students benefit from making stronger links between their reading and writing. (SR)

Discusses the rationale for integrating writing in beginning literacy instruction, describes several successful writing activities, and includes recommendations for adult literacy educators. (AEA)

Describes a cooperative learning strategy that promotes students' ability to construct knowledge and engage in higher level thinking. Describes teaching students to apply a cognitive frame, share information, and use peer evaluation for revision in critical writing. (SR)

Analyzes the process by which successful writers summarize and suggests strategies for helping students summarize both expository and narrative reading material. (AEA)

Discusses the benefits of precis writing and suggests specific tasks to develop that skill. (AEA)

Describes a "writing workshop" for eighth graders which focuses on the writing process as well as the finished product. Reports the approach's effectiveness by noting students' improvement on standardized exams and syntactic maturity of student compositions (as measured by the increase in number of words per T-unit). (MM)

Argues that process writing done by a group on a common topic (individual writing with group and peer interaction on an area of shared information) is an effective way to develop writing and language skills. (RS)

Describes how a middle school teacher used team teaching and modeling to help a student teacher learn how to teach. (PRA)

Offers (1) suggestions on how to teach students the importance of regular study habits for learning to spell, (2) story ideas to help students get started with creative writing, and (3) a model of a daily record assignment book to help students organize and remember their homework assignments. (SRT)

Suggests that writing helps reading comprehension only if the writer is aware of the relationship between reading and writing and if the writing is purposeful. Presents three purposeful writing activities. (ARH)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Suggests that a focus on traditional rules for good writing can create writer's block and offers strategies that focus on the topic and student's thinking for overcoming writing apprehension. (HOD)

Describes the response received by seventh grade students who wrote to people in a wide variety of occupations and professions, asking them about the importance of writing in their jobs. Relates that the responses were informative, useful, and stressed the importance of writing as a means of communication. (RS)