Describes how teachers can use the Bayeux Tapestry as the basis for writing games in many disciplines. Offers guidelines for conducting introductory lectures and preliminary investigations. Presents a series of writing games for the following disciplines: Art, Communications, English/Language Arts/Foreign Languages, History/Social Sciences, Home…

Discusses using ungraded, uncorrected journals focusing on academic and class-related concerns as a nonthreatening way for students to practice writing English. Proposes that teachers should become participants in the writing processes by writing journals to the class. (EKN)

Deals with teaching a Walt Whitman unit in a high school American literature course. Discusses ways of making the poet's work relevant to the current generation of students. (RBW)

Recounts how students at Rutgers (New Jersey) Preparatory School used journal writing to explore their feelings about the disruption in their academic life caused by a fire that destroyed much of their school. (RBW)

Argues for the use of case studies in writing instruction and presents a sample case study designed for either technical writing or business communication courses. (AEA)

Recommends assigning students to complete a library resources investigation to help them choose a writing assignment topic. (HTH)

Describes the library component of a summer session for entering minority freshmen. The exercise includes searching for and summarizing reviews of a reading assignment. A bibliography of book review sources is included. (HTH)

Describes reviewing the basics of descriptive writing by having students compare the images described in E. B. White's "Once More to the Lake," with those in the film "On Golden Pond." Students then write a descriptive paragraph, from an internal or external perspective, about a magazine advertisement chosen for its sensory appeal. (HTH)

Discusses the differences between inauthentic and authentic writing, arguing that most writing in school is inauthentic, because it is written for someone else's intentions. Examples are cited from a classroom with an essentially whole language orientation, but which occasionally reverts to inauthentic writing assignments. (HTH)

Suggests pre-poetry writing exercises can introduce poetry writing as fun rather than frustrating. (RB)

The article discusses and describes a program for English teachers that will enable them to give more interesting and creative assignments to their students. (Author/LF)

Author gives his impressions of over 400 English primary school classrooms visited during 1968 and 1969. (SP)

The author suggests that the one page paper provides a means of student faculty communication that is as relevant as the student chooses to make it, convenient for the hard pressed professor, and rewarding to both as a teaching and learning device. (Author)

Continuing series on language teaching techniques in France. (DS)