Elementary students can become good editors by using editing skills during the writing process. Teachers must present and repeat editing topics in minilessons, provide reminders of particular skills that were addressed, teach students to use editing resources, and expect students to develop proper usage gradually. (SM)

Discusses the pros and cons of using copying as a means for English-as-a-Second-Language students to improve their handwriting skills. The use of chalkboards, plastic slates, and newsprint with felt markers is described. (LB)

A recent survey revealed that editors of education journals reject 83 percent of all the manuscripts they receive. Prospective contributors' most common mistakes include lack of familiarity with the journal, incorrect style, grammatical errors, lack of substance, and lack of clarity. Ameliorative suggestions are provided. (seven references) (MLH)

Offers criteria for selecting and editing short stories for high school literary magazines. (SR)

Argues that, as decision makers, students must sort out their rhetorical contexts to determine whether a sentence needs the active voice or the passive voice. Notes that one source for finding realistic sample sentences for learning about the passive voice is the daily newspaper, and offers examples from the business section, sports page,…

Claims many student writers long for instruction in using writing to assess, define, and assert who they are becoming. Suggests these students would find Black feminist essayists useful for their ability to reconcile social and personal identities and for directing those identities toward rhetorically useful ends. (NH)

Advocates the use of commonplace books (a time-honored way for students to collect, analyze, and reflect on the writings, thoughts, and rhetorical strategies of others) as a means of teaching style integrated with other components of rhetoric. Argues that students become closer readers and critical thinkers about the nature of ideas and language…

Considers defining "culture," noting how it is difficult to define because those individuals defining it cannot separate themselves from it. Relates these issues to student writing and their writing improvement. Addresses violence in relation to culture. (SG)

Presents and explains a framework that can be used to determine the potential authenticity of teaching practices. Describes the potential for authenticity offered by thematic literacy instruction. (SR)

Considers the teaching of grammar and its importance in the writing classroom. Examines what grammar is; why writing instruction has moved away from grammar; differing opinions regarding grammar and writing instruction; and grammar's place in the writing classroom of the new century. Argues that grammar must be applied to students' own writing.…

Discusses parallels between the initial training of young horses and the training of beginning journalists. Looks at the importance of time and energy, patience and discipline in achieving success with both. (SR)

Clarifies the nature and definition of explanatory journalism. Distinguishes journalistic explanation from news analysis, interpretation, and investigation. Reveals, by using rhetorical analysis, that explanatory journalism within the journalistic profession is both praised and prized, evaded and reviled. Aims to set a clearer foundation for…

Considers how students' texts are rituals that should both sanction existing truths and consecrate inventive freedom. Notes that in teaching writing, educators limit students' development by training them to practice only one kind of public ritual: the "official feast" of thesis-and-support writing. (SG)

Describes a method of helping students to invent characters in the context of a creative writing workshop for undergraduates. Considers how students draw composition characters for which they can write a profile using the surrealist technique of "exquisite corpses." Uses student work to illustrate how such characters feed into the story…

This article describes work undertaken with a class of Scottish Primary Six children (aged 10) that encouraged them to write humorous stories. It reflects on the impact of different teaching approaches, in particular exploring how teacher-led input combined with opportunities for peer talk might serve to influence children's writing. The aims were…