Describes a busy executive's writing process when writing a report for a board and points out its similarities to writing demanded of students. (EL)

Recommends using Bloom's Taxonomy of Educational Objectives as an aid to involve students in their writing and to overcome stilted diction while discovering that writing is a process. (CRH)

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)

Suggests using the writing folder for such reasons as gaining an improved description and assessment of individual growth in writing, getting a better descriptive picture of writing achievement within the class, and assisting teachers in improving their assessment of writing. (EL)

Uses personal experience to show how writing instructors can help students articulate their audience and purpose, use written products purposefully, identify the intellectual demands of their task, and then consciously formulate their ideas in light of these demands. (MM)