Presents a model for writing comparison/contrast papers which helps students organize and analyze historical information. States that history offers ample material for such writing assignments and that this model can improve student writing skills. (GEA)

Indicates that using highlighters to mark errors produced a 76% class improvement in removing comma errors and a 95.5% improvement in removing apostrophe errors. Outlines two teaching procedures, to be followed before introducing this tool to the class, that enable students to remove errors at this effective rate. (JD)

Claims that writing logs constitute an effective teaching tool in basic college writing courses. Discusses one teacher's success using writing logs to assist the development of students' freewriting skills. Includes sample entries revealing students' comments and progress throughout the term and documenting the teacher's response to these…

Reports results of a study indicating that increasing computer time from one and a half hours to three hours per week did not improve the quality of students' newswriting, and suggesting that departments with small capital budgets need not necessarily invest huge amounts in computer terminals for every student. (HTH)

Discusses ten approaches to manuscript development to help counseling professionals to overcome writing difficulties. (BL)

Describes a summer writing workshop conducted by author Jake MacDonald for a group of secondary school students. (DF)

Reports how the use of microcomputers in a writing class helped change students' writing behaviors, created a writing community, caused the teacher to learn along with the students, and helped marginal writers improve. (SRT)

Suggests that teachers who draw on literature as they engage children in the writing process provide a rich and reliable source of knowledge. (DF)

Argues that as long as classroom grammar is couched in vague or technical terms, it is not "basic" enough to help students with genuine literacy problems. Discusses how the grammar of students' speech can be sufficient for students' writing when properly brought to their conscious attention. (HTH)

Discusses the balance needed between praise and encouragement and constructive criticism in critiquing the writing of older students. (DF)

Suggests using poetry's short short forms for a methodical and rapid series of writing assignments that emphasize both careful writing at the sentence level and overall planning and respect for form. (HTH)

Stresses the fact that yearbook copy must be relevant to be effective and suggests methods of improving copywriting skills, including getting good quotes and using them effectively. (DF)

Examines some of the assumptions behind the imitation of writing models and questions the power of using this model for improving writing performance. (HTH)

Defines different types of student journals and assesses them worth an allocation of class time based on research and samples of student work. (CRH)

Encourages students in creative writing classes to grow as writers by following in some way the words of advice given by an older, wiser, professional writer. (CRH)