Challenges the view that children should learn to write narratives first and shows how teachers can exploit everyday classroom topics to help children develop control of the kinds of factual writing normally used by adults. (MM)

Describes one creative writing teacher's use of an owl as a focal point for writing activities and how the writing activities aided the students' personal and creative development. Provides samples of student writing. (ARH)

Notes that Australian teachers are not following U.S. teachers in (1) the use of drill and practice computer software and (2) teaching programing and computer literacy. Discuses Australian teachers' use of the computer as a tool for accessing information, for enhancing creative writing, and as a news tool. (NH)

Argues that graduate schools are overproducing literary scholars and underproducing composition and rhetoric scholars, who carry the increasingly bulk of the work in English departments, and examines, in detail, this split between rhetoric and literary scholars. (SRT)

Advocates in-class group writing exercises to increase business students' writing skills as an alternative to homework writing assignments that may make a student feel extremely pressured. Also provides excellent practice in revision--one of the most important facets of business writing. (NKA)

Contributors discuss (1) the role of teacher explanation, (2) packaged teaching programs, and (3) motivating children to write poetry. (FL)

Tells how to increase composition students' awareness of audience by helping them understand the instructor as audience, by holding conferences with them, and by peer reviews. (EL)

Argues that composition instruction based on aims, rather than modes, is better suited to the needs of students, is more realistic, fosters real growth and progress, and encourages transfer of writing skills to writing situations outside the classroom. (EL)

Discusses use of word processing software as an effective tool in writing and revision instruction, and describes the role of the teacher. Examples of exercises that encourage revision and of software designed to teach effective revision skills are reviewed. (MBR)

Assesses the effects of the introduction of a computer into the writing program of a first and second grade classroom on cooperation and collaboration among the students. Results show that collaborative work at the computer created a new social organization that affected interactional patterns. (SRT)

Relates, in third-grade students' own words, the rewards and difficulties of creative writing in the classroom. (NKA)

Records the progress of an educationally disadvantaged immigrant child in a literacy workshop for fifth graders, including the teacher's observations of what the child read and wrote. Claims that writing requires more attention in the classroom to help children develop a coherent mental picture of themselves and their place in the world. (JD)

Describes the creation and development of a computer software package called SPIRIT which assists secondary students in all phases of the writing process. (NKA)

Presents a combination review and teaching guide to HOMER, a computer program for writing instruction that analyzes text and has a feedback feature which encourages students to question its revision suggestions. (NKA)

Considers the bind that many writing program directors and instructors face when trying to get funding for computer labs for their writing classes--they are suspected of wanting to use microcomputers either because they cannot teach or because they are trying to avoid teaching. (NKA)