Offers three writing activities in the areas of language arts, life science, and visual arts. (MG)

Describes a game whose goal is to make the largest three or four digit number possible from numbers appearing on successive rolls of a die. Discusses the written strategies developed for this game by third and seventh grade students. (RS)

Describes a learning strategy which asks students to write questions that can be answered from the information posted on a graph that they created. (MG)

Describes how a class of 13 academically average high school students, inspired by an earlier article in this journal, collaboratively wrote a story. Notes that the students continued to revise their story even after it came back from the printers. (RS)

Describes how to enhance the benefits of using the Carmen Sandiego educational software programs by building in generous amounts of creative fun and writing activities. Discusses journal writing, character sketches, letter writing, writing a book, and report writing. (RS)

Discusses the advantages of making the writing center part of the instructional media center in schools and provides some questions to consider in setting up a writing center. Offers three examples of popular writing assignments. (MG)

Shares a writing activity in which students create riddles to define a particular number. (MG)

Notes that not having anything to say is a major hurdle in the writing process at the middle school level. Describes two common classroom experiences, based on the software programs "GeoWorld" and "Food for Thought," that enable all students to acquire and share information together. (RS)

Discusses how the computer can be used to help students learn to revise their writing through peer review, rereading their writing, and reacting and reshaping their writing in response to their peer's comments. (MG)

Describes a writing strategy that teaches students how to write a first person narrative and revise for more exact and fresh vocabulary words. (MG)

Discusses the work of Beatrix Potter as an artist and natural scientist. Presents three classroom projects which integrate technology, fine art, aesthetics, writing, and science. (MG)

Describes ways to increase students' writing and communication skills in high school chemistry and physics classes: term papers in chemistry, shorter papers on fascinating physics questions, and oral presentation of the results. (SR)