There exists an "innovation gap" where students are not prepared to meet the demands of an increasingly complex world. Skills such as creative confidence help close this gap and also foster innovation. To better prepare students, two concepts, design thinking and experiential learning, are integrated through the use of a modified writing…

Students from all over the world, from various ethnic and racial communities, make up the student population of the schools in the United States. Each one of them brings to the classroom several unique characteristics. Creative writing and art are both empowering tools that meet the commonality of self-expression. Both are processes "in which…

When it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education.…

Provides a chapter-by-chapter list of possible writing exercises to be used in conjunction with Frederick Douglass's "Narrative of the Life of Frederick Douglass, an American Slave." States that the aim of the exercises is to encourage complexity of thought and feeling. (PA)

This video workshop for elementary school teachers uses classroom footage to demonstrate how a writing workshop approach motivates intermediate students and helps them become proficient and independent writers. Ten teachers from across the country model teaching strategies and share reflections on their practice. Six nationally known experts in…

Describes a two-part approach to teaching the student research paper that encourages students to make a science of developing research gathering techniques and an art of blending the gathered materials with a perspective that will make the paper more than just a summary of facts. The approach uses biography as a model for research. (HTH)

Advocates teaching both classical argumentation and Rogerian rhetoric back-to-back. Advocates assignments using both to highlight the role of audience, the importance of arrangement, the value of tone, the nature of the writer's "ethics," and the use of evidence. (MS)

Argues the necessity of bridging the gap between the personal writing traditionally assigned in basic writing courses and the academic writing which students are expected to produce in their other courses. Offers manageable strategies that enable students to articulate arguments based on sources. (MS)

Explains how students can learn to write reports based on encyclopedia information without resorting to copying or becoming bored. (FL)

Offers four reasons for using the case approach in introductory technical writing courses and a sequence of six cases that can be used. (RL)

Offers a method for teaching penmanship whereby the different strokes of a penmanship exercise are used to illustrate the action in a story. Presents some story lines and shows how they may be adapted to imaginative penmanship drills that will hold the children's interest. (HTH)

Suggests the value to modern students of paraphrasing and describes exercises in paraphrasing. (DD)

Describes how to conduct timed writing exercises which extend into proofreading, correcting, and paragraphing exercises. (RH)

Describes the use of "Harper's" magazine "Index" column of statistical facts as an essay prompt in freshman composition classes. Lists specific instructions for the writing assignment. Reports that students generally produce impressive, sophisticated, thoughtful, and well-written essays for this exercise. (SG)

Argues that the perennial problem of boring student writing is solved when assignments provide writers with target readers, enabling students to find their appropriate voice. Discusses a sample assignment in which students explain how to do something they do well to readers who don't know how to do it. (JG)