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)

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 a teaching method for reading and writing instruction to be used with college developmental reading students that involves writing reactions to editorials in the campus newspaper. (SRT)

Describes newspapers as a good alternative to the traditional writing textbook and discusses how they can be used at all age levels to develop three stages of the writing process: prewriting, revision, and publishing. (JD)

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)

Reviews how background knowledge fits into a model of the expository writing process. Describes a project involving gifted seventh-grade students who increased their background knowledge about their chosen research paper topics in order to overcome some of the difficulty of expository writing. (RS)