Analyzes writing samples of a child's letters to her aunt over a period of a year and a half to show how writing and reading influence each other. (SR)

Surveys students in journalism and mass communication. Finds that they do not view freshman composition as being especially useful to them in journalism, in their other courses, or for the work world; they felt they received better instruction in their journalism writing courses than in freshman composition in 9 of 11 skill areas. (SR)

Preplanned textual flaws were presented to 29 deaf students. Revision performance of the students improved over age with 15-20 year olds performing significantly more acceptable surface level revisions than 10-14 year olds. Revision performance also correlated with reading ability. (Author/DB)

Offers a means for writers to analyze their own texts through the construction and use of a tool--called a reader's outline--that students build from their rough drafts. Notes that the reader's outline facilitates more effective detection and diagnosis of problems and helps point the way to solutions. (SR)

Suggests that an effective way to develop students' writing abilities is to teach writing through journalism. Discusses the successes the author has had in incorporating journalistic writing strategies into elementary and secondary English/language arts classrooms. (RS)

Provide guidelines, based on research, for the effective preparation, display, and communication of the corporate press release. Outlines physical and written characteristics of effective press releases. (SR)

Offers a profile of today's newsletters and includes suggestions for producing a successful newsletter. Provides a checklist for writing case histories and an outline of major types of newsletters and house organs. (SR)

Discusses six reasons why assigning students to put math into words and sentences will benefit teachers and students, noting how such writing improves students' skills in math, critical thinking, and composition. (HTH)

Suggests implementing a pen pal program using students in the same school or from a school in the same district as a way to encourage written communication among elementary school students. (HTH)

Offers six brief articles, each presenting a particular class activity for high school journalism students, focusing on feature writing, getting the whole picture, news writing, an observation test, sights and sounds, and a reporting exercise. (SR)

Describes a conferenced writing program in a suburban St. Louis high school. Asserts that this kind of instruction is not merely the utopian ideal of writing teachers but a method that can and should be implemented in all schools. (PRA)

Describes the uses of 2 texts by John Holt for teaching grades 6-8, and high school on up. Relates how the texts encourage students to write from their own experiences in vivid detail and discover the value of reading their work aloud to build awareness of their writing "voice." (PA)

Discusses how an art student with mild learning disabilities developed a technique (with her writing center tutor) of rewriting her papers in layers, both vertically and laterally, building her meaning like a painting. (PRA)

Discusses writing as a social activity and how collaborative writing enables risk taking and promotes a change in writing attitudes. Provides examples of collaborative writing in the following areas of expository text structure: enumeration, sequence, comparison/contrast, and cause/effect. (MG)

Describes a thinking/prewriting procedure which can be used to help writers clarify their thinking and increase their ability to express their thoughts orally or in writing. Describes a classroom experience where clustering is used to teach students how to write a persuasive piece and discusses other classroom applications of clustering. (MG)