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)

Discusses the elements of theme, angle, focus, empathy, interpretation, and order involved in the improvement of feature writing for high school newspapers. (MG)

Highlights six journalistic vows that help to create a voice in a publication or in a writer. Shares four story beginning samples which reflect a cinematic approach, a creative dictate and encouragement of writer individuality even when reporters are working in teams. (MG)

Shares nine ways to help students develop their journalistic voice. (MG)

Discusses methods of effective copy editing that will help students develop as quality writers. (MG)

Describes the goals of the New Standards Project, and the first Writing Calibration Workshop at the Sagamore on Lake George in New York. Asserts that the workshop experiment shows that there is enough agreement among English teachers to consider developing a system of common standards that does not depend upon a single examination. (PRA)

Offers a summary of a focus group discussion in which a small group of writers discuss samples of their students' work. (SR)

Discusses some of the characteristics of the English language and also some of the pitfalls. Provides a list of writers' tips that are geared toward improving various aspects of writing. (HB)

Examines the composing processes of basic writers, examining their tendencies toward writer's block, low-level goals, and writer-based prose. Suggests that basic writers be taught that the purpose of writing is to communicate with other people and that errors, revisions, and general messiness are part of the complicated process. (PAA)

Offers five tips from writing teachers on writing activities that work well in their classrooms. (SR)

Discusses the field of legal writing instruction. Describes the rationale and design of a writing program for an underserved group of legal writers: trial court judges. Reviews the demands faced by judges as writers. (HB)

Considers the tremendous growth in writing across the curriculum programs nationwide and the recent questions about the feasibility of such programs. Suggests weaving WAC programs into the existing cultural context of institutions. Analyzes one way this has been achieved at Robert Morris College. (HB)

Describes and reviews a software package called "Writers Network," a writing program that contains teacher tools to minimize the difficulty in evaluating student writing and gives student tools to improve their writing. Notes that this program fosters enthusiastic interest in writing across the curriculum in teachers who might have not used…

Uses a brief fictional narrative to discuss how visual media frequently offer a superior alternative to prose for the communication of some kinds of information, specifically, to describe; represent abstract structures; convey spatial relationships; provide a meaningful context for unfamiliar information; assist readers in their attempts to solve…

Alleges that creative writing can be taught and should be an important "writing" course in undergraduate writing programs. Argues for an enlarged professional approach to teaching creative writing. Challenges those who define curricula to consider the place it has in the development of young (meaning undergraduate) writers. (NH)