Provides activities for teaching the skill of comparison using various parts of newspapers. (SRT)

Describes a high school writing project which resulted in a science fiction novel. (MKM)

Describes several patterned language books useful in helping students overcome writing apprehension by supplying them with the form, so that all they have to do is provide the creative ideas. (RS)

Explains how to "carve" a text, rearranging or omitting words without altering the basic message. Notes that this exercise helps students become aware of how language can be manipulated for meaning. (MM)

Describes the Semantic Analysis to Writing (SAW) framework in which students engage in a modified semantic features analysis of thematic words in a story, identify specific story events that relate to the definition they are constructing, and organize the material for a written response by ranking the supporting evidence. (RS)

Describes Sustained Silent Reading and Writing (SSRW), in which students write nonstop for five minutes about that day's silent reading. Notes that students using this strategy begin to use metacognitive strategies to increase their comprehension and make evaluative comments on what they read. (RS)

Discusses the rationale for integrating writing in beginning literacy instruction, describes several successful writing activities, and includes recommendations for adult literacy educators. (AEA)

Reviews research and concludes that many studies support the use of various types of writing to help students develop their reading skills. (AEA)

Describes, in a high school student's own words, how whole language and authentic writing helped the student move from wanting to drop out to wanting to become a writer. (SR)

Describes a Silent Directed Thinking Activity that was based on an abridged version of Edgar Allan Poe's "The Cask of Amontillado" and used with eighth-grade remedial classes. (HOD)

Results on a multiple choice vocabulary test and a final essay writing activity suggest that teaching vocabulary as a writing prompt was more successful than more traditional forms. (RAE)

Describes the kinds of difficulties experienced by less able writers and how content area teachers can help these writers produce better expository text. Provides writing activities that shift the writer's attention from language forms to language content. (SRT)

Describes (1) an activity in which students act out a courtroom drama involving their favorite literary characters; and (2) an activity in which older remedial readers improvise short plays of dramatic conflict based on stories they have read, tape record them, and then edit the transcripts. (ARH)

Stresses the importance of having teachers of writing participate in writing activities at inservice meetings. (DF)

Contributors offer a writing activity that can help students sharpen their awareness of how authors structure stories, and a scale that can serve as a guide to content area teachers for textbook selection. (HOD)