Discusses research and theory related to journal writing and provides a rationale for including it in the language arts classroom. (FL)

Explains how to use various periodicals to demonstrate to composition students that writing style is both accessible and controllable. (AEA)

Describes writing folders (used to hold children's personal and creative writing efforts for an entire school year) and how they may be used effectively. (FL)

Shows how cloze procedure can be used in teaching writing as well as reading. Contains examples of cloze passages. (HTH)

Defines different types of student journals and assesses them worth an allocation of class time based on research and samples of student work. (CRH)

Describes one method of introducing journal writing to a junior high school class and offers a number of journal writing assignments. (MM)

Concludes from an analysis of student writing and interviews with individual students that they benefit from being offered a variety of writing assignments and from the opportunity to apply their own knowledge, background, and experiences to their writing. (AEA)

The coauthor of "Stack the Deck," a junior and senior high school composition program, discusses the program's philosophy and its implications for composition teachers and their students. (HTH)

Analyzes score differences for the papers of 50 students who wrote on four different writing topics, two that were on transactional and two that were on expressive topics. Results suggested that differences between scores might be very important for individuals, so to insure fairness, teachers should use additional forms of writing assessment. (DF)

Describes three methods used by researchers to elicit original metaphors and similes: structured tasks using poetry ideas, definitions and models, and supporting the thesis of a paper. (CRH)

Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Presents exercises combining sentence generation from prescribed conjunctions with analysis of literary characters. (MM)

Discusses three principles germane to the idea that writing is a response to its function, compares school writing with home writing, and suggests specific functions of writing that are frequently used in classrooms. (DF)

Urges that the English teacher learn and use in class the formal outline to help students learn thinking skills that will help in composition and in computer programing. (CRH)

Outlines a program in journal writing and self-assessment for college students. (AEA)