Evaluates "Editor," arguably the most sophisticated grammar and style checker. Tests its effectiveness by using samples from one student and one published writer. Finds that "Editor" is limited to identifying problems in surface structure and that it sometimes identifies "errors" which are not errors while failing to…

Tests the assumption that technical writers and editors assume readers are generally helped when nominalizations and the weak verbs that accompany them are replaced with the verb form of the nominalization. Indicates that denominalized text is most effective in helping native speakers focus on more important information, but for nonnative…

Examines the origin of the term "attitude," and how its meaning has changed over the centuries. Discusses theoretical definitions of the term by I. A. Richards and by Kenneth Burke. Discusses its role in the learning process, and how an explicit attention to attitude in the language-arts classroom might help students become better readers and…

Examined the development of students' handwriting speed and legibility. Diverse students in grades one through nine completed three writing tasks (copying, writing a narrative, and writing an essay). Researchers measured their speed and legibility. Results indicated that handwriting speed and legibility did not follow a parallel course of…

Describes a vocabulary activity the author uses in first-year composition classes which is effective, interesting, and fun for students who write an ongoing serialized short story with required vocabulary words chosen weekly from assigned student readings. (SR)

Draws on the complementary processes of writing and photography. Suggests a theory and method of instruction employing visual and metacognitive strategies to aid students in discovering unseen details and meaning when writing descriptive prose. (RS)

Argues that student journalists must be knowledgeable about when to use who/whoever and whom/whomever. Presents five such sentences that confound many writers, and discusses the correct usage. (SR)

Argues that cliches make writing stale and flat, and that getting rid of them is a necessity. Lists the "top 14" cliches gathered by a Columbia Scholastic Press Association judge. Uses examples to show how cleansing a passage of its superlatives and cliches improves the writing, adding clarity, fairness, and objectivity as well as freshness and…

Borrows a rhetorical device from Isocrates, imitation, then combines it with the descriptive structure of Liva Polanyi and the referential (rather than expressive) aim of discourse from James Kinneavy to improve student narratives and prepare them for academic discourse. Describes how students imitate the structure of a brief poem, and they use…

Organizes instructional strategies into two sets: the first focusing on teaching editing skills, and the second on teaching writing conventions unconventionally. Considers teaching writing conventions using a social constructivist approach. Presents instructional approaches that provide a framework for helping students to express their ideas…

Notes how through personalized instructional tools, students become aware of their own patterns of error, locate and correct errors, and learn to use a handbook. Describes how usage scans (student-led mini-lesson on some point of grammar or style) and fix-it pages (an ongoing record of the student kept by the teacher) work. (SG)

Describes 20-25 minute poetry workshops conducted by students individually or with a partner. Notes that the teacher meets with students prior to their presentations to review their objectives and plan; and that the teacher models the poetry workshop. Concludes that the investment in time has produced a more profitable return than any other…

By drawing upon numerous real-world experiences with reluctant writers, the author illustrates how tapping their interests can lead to improved writing skills and attitudes toward writing. The critical link between identity and writing is emphasized. Though the experiences in this article are drawn from the author's work with basic writers at the…

Many involved with writing centers--whether faculty-led, specialist-led, student-led, or some other configuration--know the power of having created, or having been part of, a writing community. But a genuine writing community--the kind of community which a significant percentage of students, faculty, and others make use of and benefit from--is not…

The Mission of the National Writing Project (NWP) is to improve writing and learning in the nation's schools. Through its professional development model, the National Writing Project recognizes the primary importance of teacher knowledge, expertise, and leadership. This annual report features seven educators from urban, rural, and suburban…