Describes a writing exercise--writing cliffhangers--that uses six class periods to engage students in the writing process and finishes by publishing a book of students' cliffhanger stories. (SR)

Suggests that the use of writing in the social studies classroom deepens the meaning and the students' understanding of the content. Discusses the use of journal writing, the guided writing procedure, interviews, and letter writing in the social studies classroom. (RS)

Disputes the claim that narrative writing is of lesser value than expository forms, and argues that narrative holds great potential for use in writing curricula. Describes a summer science institute for minority students in which narrative was utilized. (HB)

Presents six teaching suggestions from classroom teachers regarding creative scenarios with literary figures, lemons in the classroom (to aid descriptive writing), conferences using a computer, organizational patterns in writing, an epistolary icebreaker in composition, and using five-minute writings as review. (SR)

Presents the first of a series of four articles that offer ideas and activities that can help students see the relevancy of social science in their lives. Focuses on family issues. (SR)

Analyzes the various circumstances under which "term paper mills" get papers written, how the assignments some instructors give may facilitate this process, and how instructors can work to inhibit the ability of their students to make use of these companies. (RS)

Describes the Polaroid Education Program. Discusses ways to incorporate instant photography and writing into a range of subject areas. (SR)

Considers how English teachers, by building a complementary relationship with the workplace, can prepare students better for success in the coming century. Focuses on ways of revolutionizing writing instruction with real world problems. Discusses three examples of real workplace projects demonstrating the notion of writing as problem solving. (HB)

Describes a folklore project for high school classes in English as a Second Language (from beginning to advanced) that focuses on family folklore and uses children's/young adult literature as models of personal experience or folk narrative to serve as catalysts for class discussion and reading/writing activities. (SR)

Describes an assignment for a business communication class that uses interviews, memos, and small group discussion to help students become aware of and appreciate international people. (SR)

Describes an assignment for a business communication course in which students develop an international training manual, presented in a written report and oral presentation. (SR)

Argues for the inclusion of a unit on visual communication in the basic course in communication. Provide suggestions for content, exercises, assignments, and resources for such a unit. (SR)

Describes a team assignment in an undergraduate report and proposal writing course in which students analyze a request for proposals. Discusses incorporating collaborative writing groups in the assignment and the grading method. (SR)

Describes a writing assignment (to be carried out while in the process of writing a research paper) in which students critique either their best or their worst sources. (SR)

Classifies the various forms that exist in a type of poetry dubbed "burstnorm" poetry, a form of lyrical poetry. Differentiates burstnorm from two other types, "plaintext" and "songmode poetry." Describes three types of burstnorm poetry: surrealistic, pluraesthetic, and language poetry. Discusses further subtypes of…