Presents a writing exercise which involves students in their own and their peers' writing. Claims validity in that it personifies one of the most persistent blocks to expression--the inner critic which causes the writer to reject too soon and discriminate too severely. (RAE)

Suggests using poetry's short short forms for a methodical and rapid series of writing assignments that emphasize both careful writing at the sentence level and overall planning and respect for form. (HTH)

Suggests a set of sequenced writing assignments based on language use. Argues that language study involves learning how to observe as much as observing something particular. (MS)

Describes a teaching unit designed to help students discover the interaction of writer, subject, and audience. Reviews the major types of writing used in the unit and the various audiences for whom the students wrote. (FL)

Describes a six-phase writing assignment for ESL students to help them grasp the concept of an audience beyond the writing instructor. (HTH)

Presents step-by-step instructions to help developmental writing students write a cohesive essay by combining individually written paragraphs. (HTH)

Describes a writing assignment in which students must complete a page of coherent prose using only one word containing the letter "n." The exercise serves as a prelude to the concepts of revision and of passive and active vocabularies. (HTH)

Provides a rationale for allowing students to write in journals that the teacher will never read. Suggests requiring students to write responses to their journal writing at the end of the semester, which would be shared with the teacher and the rest of the class. Includes a sample response. (HTH)

Presents eight writing assignments designed to help students write reports and letters for their future jobs. (HTH)

Presents an exercise that guides basic writing students in their choices, requiring them to make evaluative annotations of each sentence in the draft of a paragraph. Includes (1) a set of questions that incorporate criteria for a sound paragraph and serve heuristically for the revision of the draft, and (2) a student example of the procedure. (HTH)

Provides eight sequential, process-oriented writing assignments: (1) diagnostic essay, (2) personal account, (3) ghost writing, (4) summary, (5) developing a thesis, (6) exploratory essay, (7) proposal, and (8) final paper. (HTH)

Presents three exercises that teach good proofreading and editing skills as well as tap students' creativity on the word processor. (HTH)

Suggests a six-step exercise that can be used in one 50-minute session to help students (or teachers at a workshop) experience the writing process of prewriting, writing, and rewriting with response from a peer. (TJ)