Includes a sequence of questions and answers used to help one identify, define, limit, and analyze a topic prior to asserting a personal point of view about it in writing. (RD)

Describes sample essay topics from an introductory course in philosophy that can be used to engage students in values analysis, values consciousness, and values criticism. (AEA)

Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Research suggests that good writers differ from poor writers. Teachers who develop prewriting exercises, emphasize multiple draft assignments, help the student think about revision, and evaluate the product can help undergraduates write and think more clearly. (Author/AM)

Discusses incorporation of descriptive chemistry and scientific/technical writing at the high school level. After discussing the periodic table, each student prepares a paper discussing the history, atomic data, occurring/extraction/purification, properties, and uses of an element. (JN)

Describes different types of prewriting activities such as "brainwriting," visual synectics, and relational algorithms. (JL)

Illustrates how elementary-secondary teachers often ask students to perform tasks beyond their abilities. Argues that writing teachers should learn what can reasonably be expected at various grade levels; show students how to improve; and focus sequentially on the four stages of writing-- fluidity, versatility, correctness, and style. (AYC)

Discusses the benefits of having regular sessions in student journal writing. (RL)

Offers several strategies that can be used by social studies teachers to incorporate more writing into their classrooms. (FL)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Describes a method for teaching writing in which a series of passages are rewritten by the student, altered by progressively difficult transformations and manipulations, as an alternative to grammar instruction. (HTH)

The teaching of writing, an important element in reading instruction, is undervalued in literacy programs. Writing instruction must deal with negative attitudes, lack of self-confidence, and "writers block," as well as with mechanics. Many writing techniques can improve reading comprehension as well. They are essential to both tutorial or…