Concludes a three-part series on writing and the visual arts. Turns to the character of montage construction, pointing to examples in a wide range of media and offering ideas for introducing montage methods into the writing classroom. (MG)

Describes how to transform a Rubik's cube into a tool for thinking and writing about literature. Notes how the six faces of the cube are labeled with common examples of theme, character, method, "world,""change," and reader perspective. Describes how, after shuffling, each face includes examples from each perspective. (RS)

Provides six tips for teachers to help them become helpful writing coaches to their students. (MG)

Notes that proponents of writing across the curriculum may find a partner in the proliferation of computers on campuses. Points out that discussions about how to teach effectively with computers provide a new incentive and focal point, reinforcing the principles of sound writing pedagogy. (SR)

Provides tips for comic book writing that have been gathered from actual comic book authors and can be used in minilessons for writing workshops in the classroom. Focuses on five specific components of comic book writing: plot development, layout, drawing, narration, and the cover page. (MG)

Discusses approaches for writing teachers to use when teaching how to write a persuasive essay using the word processor. (MG)

Describes "Let's Write!" a writing package for the MS-DOS network which combines five software programs to define a new collaborative dynamic for writing, reading, and thinking on computer networks. (SR)

Focuses on how educators can teach writing well, with a particular emphasis upon revision. Discusses the prewriting stage, prewriting conferences, drafting, revision, directed revision practice, and evaluation. (MG)

Describes Project Write which uses a hierarchy of critical thinking skills in the formation of concepts and theories. Describes how students use computers to brainstorm, categorize, verify, sequence story details, and create a main idea and conclusion for their expository writing. (RS)

Describes how a class of 13 academically average high school students, inspired by an earlier article in this journal, collaboratively wrote a story. Notes that the students continued to revise their story even after it came back from the printers. (RS)

Describes the writing lab of the Glenbrook, Illinois, School District. Discusses the transition time between the old and new teaching systems, and offers ways to optimize this time. (PRA)

Shares how a teacher helped students learn about the concerns of people who come from different cultural and socioeconomic backgrounds by having them write poetry from the point of view of literary characters in literature which they read. Points out how this helps students weave literature, history, social analysis, writing, and classroom…

Shares how to use the computer lab and peer interviews to help students get to know each other at the beginning of the school year. Provides an example of a peer portrait on-line worksheet for students to use. (MG)

Discusses the need for research about writing and technology. Poses needed research questions regarding descriptive research, correlation research, and qualitative research. Offers experimental questions as well. (PRA)

Describes a high school math unit in which students took a mathematical look at the problems faced by families during the westward migration of the 1840s and 1850s. Shows how writing can be used in the mathematics classroom. (PRA)