Children can become better communicators by expressing their thoughts, feelings, and ideas. Effective communication through speech or writing enables children to successfully convey their messages. When teaching writing to children, educators often look to writing traits--ideas, organization, word choice, voice, sentence fluency, conventions--to…

Writer's checklists are evidence-based procedural facilitators that prompt students to actively engage in the writing process. Students with diverse learning needs experience problems when composing texts because of the complex steps involved. To write effectively, students must focus on understanding prompts; setting goals; generating,…

Describes games designed to reinforce Associated Press (AP) writing style and the verbal skills and thought processes used by editors. (HTH)

Explores the use of Strunk and White's "Elements of Style" as a tool for teaching editing skills to technical writing students. Discusses a procedure for and likely results of using this work in the classroom. (HTH)

Elementary students can become good editors by using editing skills during the writing process. Teachers must present and repeat editing topics in minilessons, provide reminders of particular skills that were addressed, teach students to use editing resources, and expect students to develop proper usage gradually. (SM)

Arguing that writing must be a construction of reality and a discovery of meaning, proposes a role for the writing teacher analogous to the facilitating relationship of professional writers and their editors. Identifies three principles for the teacher as editor: (1) do not give assignments, (2) do not give grades, and (3) ask writers to talk…

Outlines the process of peer editing, and points out that research shows peer editing to be highly effective. (ARH)

Tells how students in a journalism class learn copyreading skills through reading and editing each other's work. (GT)

Tells how a journalism teacher at a small junior college that could not afford an electronic newsroom introduced her students to editing on a VDT by making use of the existing college computer system. (GT)

Discusses a "write-back" strategy for use when there is insufficient class time for conferencing with peers or the teacher. Notes that the teacher agrees to respond to students' drafts within 24 hours. Discusses 3 options available to students: (1) write back/respond; (2) edit; and (3) writing back. (RS)

Proposes that educators need to take some risks and break out of the familiar patterns of teaching. Finds that teaching students risk-taking as a method to write news stories is rewarding for both the students and the teacher. (MS)

Explains how a computer and a large-screen television can help journalism instructors teach editing and writing skills. (FL)

Class activities such as discussing student work in editing group sessions or on the viewing screen can be used successfully to teach revision and ensure polished student writing. (RL)

Describes projects for students in a journalism class, including researching journalism history, interviewing their parents, critiquing exchange newspapers, writing a term paper about journalism, working with outside agencies to plan a charity project, and publishing such school-related publications as football programs and play programs. (GT)

Describes three writing assignments (on a scientist, a topic in science, and a topic in technical communication) that help technical writing students develop their technical backgrounds, familiarity with reference materials, peer editing skills, and writing skills. (RS)