Presents eight writing assignments designed to help students write reports and letters for their future jobs. (HTH)

Presents an assignment in which students are instructed to produce a complete, accurate, and readable collection of rules and sentences that illustrates the multiple uses of each mark of punctuation, in other words, to write their own workbooks. (EL)

Presents an exercise that guides basic writing students in their choices, requiring them to make evaluative annotations of each sentence in the draft of a paragraph. Includes (1) a set of questions that incorporate criteria for a sound paragraph and serve heuristically for the revision of the draft, and (2) a student example of the procedure. (HTH)

Describes a "hands-on" thinking and writing activity, in which the class takes a walk and writes responses to nature as a whole and to one small aspect of nature. Includes class discussion assignments. (HTH)

Introduces Sustained Spontaneous Writing (SSW), a strategy which encourages young writers by providing a classroom environment that fosters writing habits and by having teachers model writing behaviors expected from students. Presents background information and practical suggestions for implementing SSW and ensuring its success in the daily…

Describes a freshman composition assignment for writing a resume and job application letter to teach purpose, audience consideration, and clear concise writing techniques. (HTH)

Describes an assignment designed to integrate students' opinions about literary works with those of the instructor and other critics. Students regularly write collaborative responses in small groups, before class discussion of the work, then engage in peer evaluation and revision before pesenting it to the class. (HTH)

Using supernatural events as motivation, suggests activities for discussion, story telling, and writing. (TO)

Student criticism of traditional term paper assignments and their recommendations for a relevant" assignment led to a satisfactory creative project, reflecting the life and times of imaginary characters in history. (JB)

Presents an excerpt describing a parent-teenager rift and suggests writing, discussion, and art activities which might accompany its use with a class. (RD)

Presents methods to stimulate students to use their background knowledge in reading content area texts. Offers a technique to teach students common text structures by having them write to a model. (FL)

Journalism teachers share ideas about copywriting assignments, research in public relations, student involvement in a television production, and the use of journalism classes to monitor language skills. (HOD)

Recounts how observation of children who were just beginning to write convinced a teacher that very young children can write, and thus changed the way she taught. (JL)

Describes research, practice, and resources for giving students writing activities in several rhetorical contexts and to various audiences. (RL)

The ability to question and the desire to be exact can be nourished by students' reading and writing responses to Thoreau's works. (RL)