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)

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)

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)

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

Outlines the steps a college composition instructor can take to help students connect the idea relationships in a reading selection or in a writing assignment. The steps are based on a conceptual strategy known as semantic mapping or semantic networking. (SRT)

Describes satellite-delivered education for isolated learners, in which students interact with both teacher and fellow students using voice, video, and data. Reports that students were highly motivated to write a teleplay and poetry collaboratively and that the burden of distance education was eased for parent, teacher, and learner. (RS)

Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

Describes a procedure for peer editing in a junior high school writing workshop in which sentences of the work to be edited were copied onto individual pieces of paper and rearranged by each peer reviewer. States that differences were noted and the author chose which order to adopt. (RS)

Outlines a step-by-step procedure for teaching late elementary or junior high school students how to write a term paper. (HOD)