Describes a study designed to determine whether the use of computer word processing would improve both the amount and quality of revision done by high school student writers. The effects of word processing on composition length and revision, and students' attitudes toward writing and word processing are discussed. (47 references) (CLB)

Investigates the implications of conceiving writing-as-performance. Claims that public speaking compares closely with a writing-as-performance course. Focuses on students' perception of themselves as writers and of their audience and presents several analogies comparing writing with other performance activities. (JD)

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

Discusses the popularity of adventure games in computer assisted language learning and attributes the success of this format to the Input Hypothesis and the Affective Filter Hypothesis. Criteria for the instructional evaluation of these games are presented. (Author/SED)

Argues that when students of English as a second language (ESL) use English in preparing and writing assignments in other subjects of study, they face communication problems that deserve special attention in the language class. Shows how ESL teachers can cooperate with the teachers of other subjects to help the students. (SED)

Describes an activity that involved eight-year-old children writing stories for three- to five-year-old children. (DF)

Explains how a writing course with lyric poetry as its subject matter, when designed according to cognitivist principles, provides an environment in which students can grow as writers and also mature in their ability to respond to literature. (HOD)

Offers writing activities based on the Bayeux Tapestry for use in art, communications, home economics, physical education, psychology, history and social studies, and science and mathematics classes. (EL)

Describes 11 classroom activities used in an adult French program that emphasize the development of linguistic skills, knowledge, and communicative skills. The activities include games, simulation, storytelling, writing of a pastiche based on a Prevert poem, a question-asking exercise, and conversation improvisation. (MSE)

Discusses how one teacher used writing--her own writing as well as that of her graduate students--to learn, about student interests, their writing attitudes, and what a writer really is. Describes the use of dialogue journals, use of excerpted entries for class handouts, and the use of writing for more constructive student assessment. (HTH)

Invites colleagues in the "hard" sciences to embrace writing, reading, and thinking across the curriculum, and describes the use of "project" and "concept" composition assignments to that end in an organic chemistry course. (HTH)

Explains that creative writing is a form of communication and stresses the importance of communication in all aspects of education and suggests activities to facilitate that, such as having students produce a town guide or initiate and organize a campaign. (DF)

Describes a simulated business approach in which students write about the kinds of correspondence that members of company departments might write. Discusses determining a schedule, forming departments and choosing a company, making assignments, and using student managers. (EL)

Explains how students can enhance their writing skills and strategies by examining prose models concurrent with their own writing. (HOD)

Describes a computer program allowing students to study such circulatory variables as venus return, cardiac output, mean circulatory filling pressure, resistance to venous return, and equilibrium point. Documentation for this Applesoft program (or diskette) is available from author. (JM)