Adapts a classical concept to the composition classroom in a prewriting exercise which offers a wide range of benefits. (RS)

Argues that prewriting is the most important skill to emphasize and practice extensively in basic writing classes. Describes basic writers as almost universally neglecting prewriting activities. Suggests some guidelines for teaching prewriting effectively. (HB)

Argues against requiring students to prepare formal outlines before writing papers and recommends instead that students prepare the rough, idiosyncratic lists that working writers use before they write. (AEA)

Presents teaching tips for (1) generating titles as a prewriting activity; (2) having students write a biography of a classmate; (3) asking students to determine scenarios for their business communication documents; (4) using interviewing as a method of primary research; and (5) sequencing writing assignments to help students clarify their…

Presents a theoretical model of the writing process and suggests having students create a picture collage as an introduction to the various roles and stages in the writing process. (HTH)

Proposes that teachers use their own writing as a teaching tool. Discusses both the left-brain logical, rational approach and the right-brain intuitive approach to invention and states that in composing their own methods and materials, instructors can stress both patterns of creativity by illustrating how each complements the other. (EL)

Describes several techniques for making discussion groups function well in a composition classroom. (AEA)