The author suggests 15 ways in which teachers may improve student attitudes toward writing and teacher attitudes toward the evaluation of student writing. (KC)

Presents findings from an in-depth study of children's composing processes in an effort to explain handwriting performance in relation to child development and the writing process. (GT)

Explains specific writing strategies that teachers from other disciplines have used effectively in their classes. Describes the interdisciplinary project from which these strategies evolved. Focuses on designing writing assignments linked to course objectives and responding to student writing for its value as discovery learning. (RL)

As children move toward learning specified forms of writing, they organize print in their environment and learn generalized communication strategies. Learning to write is developmentally similar to the acquisition of oral language. Ten stages are suggested for understanding the development of children's writing. (JN)

Use of a projective cue with a sample of high school students indicated highly significant sex differences in Intimacy Imagery. Males who showed a stereotypically masculine orientation in their projective responses to two cues were less likely than other males to write stories containing Intimacy Imagery. (Author)

Examines structural ties that children use to join their sentences into a coherent paragraph or composition. (HTH)

Reading, vocabulary enlargement, and the cause and effect essay are stressed as activities students can pursue on their own to improve their writing. (HTH)

An action maze is a series of reading cards, the first of which outlines a problem situation and offers readers a number of possible courses of action. By working in groups through the cards, communicative skills are developed. The cards can also be used as a writing exercise. (PJM)

Presents remarks on essay testing made by Edward M. White, an account of procedures for developing essay questions for the California State University and Colleges (CSUC) English Equivalency Examination, the 1974 essay scale with accompanying writing samples, and the questions and scale used in the 1975 test. (RL)

Describes the procedures that a community college used in instituting an exit examination for a developmental writing course. Discusses reasons for the policies that were set up and tells what has been learned as a result of using the exit examination. (RL)

Explains the rationale behind freshman English course assignments in writing, a rationale based on conclusions of three research projects that relate to the writing process. (MKM)

Describes the components of the writing course at York College of the City University of New York, focusing particularly on the writing laboratory with its self-instructional methods and its 13 modules on grammatical features. (RL)

The editor of "English Quarterly" interviews Frank O'Hare about his work on sentence combining, his views about writing instruction and writing research, and about his own writing. (RL)

Provides a brief review of sentence combining development and research, and suggests some future directions for the technique. (RL)

Stresses the importance of revision in the creative writing process and presents a worksheet to be used in groups of four students to evaluate and improve rough drafts of written assignments. (DR)