Grounded in schema and generative theories, this research suggests a theoretical framework and a task-specific procedure for integrating reading and writing. Fourth grade students were given a text-related generative writing task and reading recall test. Results support the notion of using writing as an orienting task prior to reading. (DST)

Explains a three-step method of presenting the logical relationships indicated by connecting words (e.g., similarly, however, and therefore) so that developmental students can use them by building upon their understanding of coordinate and subordinate sentences within the paragraph structure. (DMM)

Reports on a survey of business managers indicating (1) that managers consider skills in written and oral communication important to career success and employee job performance and (2) dissatisfaction with employees' ability to communicate effectively. Suggests aligning at least some writing assignments more closely with job-related writing tasks.…

Describes a creative writing and reading class assignment in which each student was required to make a 20-minute presentation as a catalyst for student writing (such as a poem, song, object, or picture). (EL)

Describes the emphasis on creativity in expository writing in a college composition class. Outlines four traits of creativity promoted and encouraged in student nonfiction writing and writing assignments for that purpose. Includes samples of students' creative nonfiction. (HTH)

Discusses students' writing in mathematics, focusing on (1) creating stories; (2) writing mathematical essays; (3) expressing feelings and beliefs about mathematics through diaries and anecdotes; and (4) the use of dialogs. The strategies considered have been used at the high school and remedial college levels. (JN)

Describes a business communications class assignment to complete an annotated bibliography on high technology communication and its objectives. Includes questions discussed by the class on the due date of the assignment. (HTH)

Describes a writing assignment to help students develop the capacity to anticipate and deal with the counter arguments of a skeptical reading audience, in which classmates offer rebuttals to student position papers. A sample peer review form is included. (HTH)

Rather than learning just a series of responses to drills, a student can learn "real" French by using L2-L2 (second language) precis work in the language laboratory. The student listens to a previously unheard text and then reproduces it in a shortened form. (CFM)

Describes a correspondence exchange between New England and California high school students. (RD)

Special issue devoted to teaching Level II French. (DS)

Authors of "For the Love of Writing" suggest projects that will teach pupils how to write letters that will get responses, thus stimulating interest. Techniques for writing complimentary letters, mystery letters, animal letters, book report letters, bottle and balloon messages, and sending electronic mail are discussed. (PP)

Describes how a Wisconsin agricultural journalism course for nonmajors achieves success, despite large enrollments, through a heavy diet of writing exercises, review questions, out-of-class help, and student presentations. (HOD)

Ways to make historical figures come to life through classroom simulations are described. They include: (1) teacher impersonations of time-machine visitors; (2) public-address-system voices from the past; (3) writing about historical personages from different perspectives; (4) mock trials; and (5) role playing by students. (PP)