Fifteen writing instructors report their favorite ways of getting students to write. (RL)

Argues that the use of editing in the classroom involves the students in restructuring, revision, and rethinking as well as correction, extension, and deletion. (HOD)

The 1,175 composition topics that appear in this special edition of the "Illinois English Bulletin" are suggested as possibilities for high school student writing assignments. After a brief statement about how secondary English teachers might use the topics in their classes, the topics are categorized by subject matter and types of composition.…

Argues that asking students to write in concrete images about specific events and places serves to emphasize the importance of writing from detailed personal experiences. (RL)

Offers four evaluative questions for revising writing assignments into vehicles that steadily move students toward writing fluency. (RL)

Urges teachers to keep reading and writing alive in the classroom by assigning a variety of books, including the classics, and by integrating written responses with the reading assignments. (DD)

Describes a teaching method in which high school sophomores (1) read A. Munro's "Connection," a short story connecting the author to her family origins; (2) interview relatives about their personal history; and (3) compose vignettes based on the notes collected during a three-week period. Provides numerous questions and prompts used to help the…

Describes the use of literary models, exemplified by scientific discourse and popular folk music, in a composition program. (AEA)

An argument for using various letter writing assignments to help students develop their writing voices. (RL)

Describes a research paper assignment that asks students to come up with a question (problem) in some academic field that can be answered (solved) from synthesizing all of the information currently available. Argues that such an assignment teaches the research paper within a rhetorical context. (HOD)

Suggests a first writing assignment--an ungraded "practice" memo assignment--for the business writing class, which promotes good will between teacher and students, and offers the opportunity for class discussion on principles of business communication and business writing. (SR)

Explains how the use of parody can improve students' writing and add more zest, zing, and vigor to their writing style. (HOD)

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)

Reexamines assumptions about teaching the research paper, including the following points: (1) research is suitable for all high-school students, not just college-bound seniors; (2) research is not natural, but requires much training; (3) real research does not restrict sources; (4) teachers can not teach research without doing research themselves;…

Describes assignments that integrate ideas from student journals into expository and deliberate essays. (HOD)