Discusses the differences between developmental students and their teachers in terms of pragmatism and background. Describes the use of a classroom publishing project, which requires students to contribute articles to the magazine and share editing responsibilities. Discusses the benefits of the approach. (DMM)

Discusses how the works of Joyce, "Dubliners" and "Ulysses" specifically, can be used to help developing writers learn about the process of writing and as material for writing exercises. (SRT)

Presents three activities designed motivate student journal writing as a way to help students confront personal fears and open dialogue between troubled students and teachers. (HTH)

Outlines a step-by-step procedure for teaching late elementary or junior high school students how to write a term paper. (HOD)

Examines the recent ESL research of Stephen Krashen and shows how it applies to developmental students. Discusses successful strategies, such as small group activities, to use in basic writing instruction. (DF)

Explores ways in which an expository writing class can encompass training in both professional writing and in the humanities. Presents a writing assignment that combines research in the humanities with writing for decision makers. (HTH)

Describes a competition involving political science honors students in which teams from Miami and Purdue universities prepared and delivered papers taking opposing positions on contemporary topics. Reviews the benefits of the project for students and their teachers and suggests ways similar benefits can be achieved using a student cluster approach…

Proposes that student familiarity with the various kinds of documents produced in industry will reduce the shock of discovering the difference between writing for the classroom and writing for business and industry. (EL)

Explains how providing a general theme and a varied audience for writing helped improve student research papers. (FL)

Outlined is a body of knowledge, the core of sociology, that belongs in the introductory sociology course. How the course is taught is also important. Class sections should be small; students should be required to write a great deal; and an informal, but structured setting should stimulate student- teacher interaction. (Author/RM)

New approaches to teaching aerobic life-styles in secondary schools are suggested, focusing on three components: (1) the psychological benefits of aerobic activity; (2) alternative aerobic programs at nonschool locations; and (3) the development of an aerobics curriculum to help maintain an active life-style after graduation. (JN)

Presents five instructional techniques: (1) Exercises based on ads for computerized marriage arrangements; (2) analysis of missing person ad, including comprehension and writing exercises; (3) construction of a labyrinth game in class; (4) classroom game requiring reconstruction of a text; and (5) use of comic strips to teach argumentation. (AMH)

Describes the use of improvisation in English instruction, focusing on understanding the elements of fiction, writing monologues and playscripts, and collaborating. (RL)

Proposes that college teachers in most of the academic disciplines teach students to write essays in their given subject matter area. Bloom's "Taxonomy of Educational Objectives" is offered as a guide to organizing instruction and student learning around the demands of well-constructed essay questions. Sample questions and classroom…

Offers a view of writing as a process involving three forms of collaboration: coauthoring, workshopping, and knowledge making. Offers guidelines for designing courses in which writing is consciously, deliberately collaborative in all three of the realms identified. (MG)