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)

Offers suggestions for helping students write effective research papers. (FL)

Argues that teachers of young children need to recognize and take advantage of suitable opportunities to model their writing skills. Offers examples of possible activities. (FL)

A question which is essential to writing is--"What am I doing?" The writer and the writing continually adjust to maintain a balance with the exigencies of the task. The question launches the writer into text by forcing a definition of the subject, situation, audience, and other such practical matters. The question, however, also pulls…

A five-part computer program helps college students generate essays. Its first part, a list generator, forces students to consider a number of subjects and to select one that is reasonably defined. The second part of the program asks a series of questions to elicit information about the chosen topic and to shape the information into appropriate…

Noting that the writer's journal is both a memory bank for observations and a nonthreatening means of exploring language, this guide offers individual classroom strategies for making the journal a valuable writing instruction tool. Following an introduction, the guide is divided into sections as follows: (1) philosophy of journals in the…

Describes a way to teach children the research paper through personal discovery without constraints that usually compel them to copy from reference books. The process demonstrates that organizational schemes for children are intuitive, and that teachers can show children how to use peer response groups during their writing to aid in…

Contributors discuss (1) a modified version of individualized instruction in the writing classroom, (2) tutoring, and (3) the virtues of short student teacher conferences. (FL)

Points out the value of responding to students' first drafts of papers, outlines a three-step approach for doing so, and gives five examples of such an approach. (JL)

Outlines a writing-across-the-curriculum program for high schools. Discusses the role of content area teachers in such a program. (FL)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)

Focusing on the teacher's role in helping students to be creative in writing while expressing themselves more clearly, concisely, and accurately, the first four chapters of this guide offer a simple three-step process with strategies for teachers to follow when teaching writing. First, the guide discusses how the teacher can more thoroughly…

Presents a checklist for a good writing assignment, illustrating its value through the development of an assignment based on a short story by Jack London. (RL)

The focus of this booklet is on the use of simulations in secondary school writing classes. After guiding the teacher through five key questions that need to be addressed in the planning and carrying through of each simulation, the booklet presents four simulations. Varying from simple to complex demands, the booklet's simulations include the…

Divided into four sections, this workbook offers assistance to teachers in preparing writing lessons and then in presenting these lessons in their own classrooms. Part 1, "The Writing Lessons," consists of 22 prewriting preparation and instruction lessons followed by 10-minute writing exercises covering various aspects of freewriting,…