The article describes use of storytelling activities integrated with reading and writing instruction for gifted students. Values of the approach include the real-life focus (students interviewed community adults); open-endedness (independent work was encouraged); task commitment; and skill enhancement in research, organization, and writing. (DB)

A story telling contest was used with 21 inner-city learning-disabled students (ages 9-15) to improve writing, reading, and comprehension skills. Measurable improvements in writing, organizational, and vocabulary skills were noted as was the development of student feelings of accomplishment. (DB)

This paper presents a model for teaching written language to hearing-impaired students, emphasizing a high degree of student involvement with planning, revising, and rewriting as well as transcribing. Recommendations are made regarding direct instruction in necessary writing skills, including fluency, syntax, vocabulary, content, and conventions.…

Argues that writing teachers who do write do not represent the majority of high school writing teachers and that their efforts should not be construed as a mandate for the rest of the high school writing teachers. Concludes that most writing teachers do not write because of a lack of time. (RS)

Suggests specific approaches to critiquing A student's paper motivates THE student to produce better papers and to improve writing skills. Warns against overemphasis on the mechanics of writing, and points out steps the instructor may follow to involve students in the editing process. (NL)

Describes a peer tutoring program and how it was implemented in an introductory psychology class. Presents data suggesting that both students and instructors found the program useful. Reports students with high scores on the English Placement Examination were invited to enroll as peer tutors. (Author/NL)

Discusses three major areas of student resistance to teachers' attempts to bring liberation pedagogy into the classroom, so that teachers can better understand the validity of this resistance. Suggests possible ways of overcoming it. (SR)

This article describes one poet/teacher's program to explore and cultivate student creativity, intuition, and imagination through a series of visual, verbal, and psychological exercises. Visualization, free-writing, association, variations on other poets' work, and memory mapping are among the creativity exercises employed prior to actual writing…

Comparison of college students' (N=14) graded and ungraded Spanish compositions revealed that, when they anticipated receiving a grade, students wrote longer compositions with more complex sentences. However, the type and number of errors varied among students. (CB)

Suggests ways to increase the amount of writing in political science classes without overburdening teachers or students. Recommends the use of journals, the precis, memoranda, position essays, and candidate profiles. Maintains that it is more productive to focus on what students say, rather than how they say it. (RW)

A study involving 38 male and 115 female undergraduates in a teacher preparation program at a midwestern state university examined the relation between self-efficacy and outcome expectancy beliefs and achievement in reading and writing. Results indicate a generalized interrelationship between said beliefs and performance for reading and writing.…

Describes writing assignments for increasing communication skills in a first-year chemistry course for science majors. Rationale for the assignments are discussed. Fourteen assignment topics for exercises and examinations are provided. (YP)

The legal academy's defense of the dominance of its scholarly mission has two critical shortcomings: it ignores the costs of that dominance to the goals of professional education, and it neglects to subject its premises to its own standards of scholarly scrutiny. (MLW)

Describes a lesson which integrates thinking, writing, and physics. Provides examples of student involvements, a list of typical topics, and additional notes to the teacher. (RT)

Examined are the kinds of questions teachers asked and the kinds of revisions 22 deaf high-school seniors made in the process of revising drafts of narratives. Asking students to provide more information and to rephrase specific language resulted in revised drafts which were rated better than their first drafts. (Author/JDD)