Describes a comparison of the function of audience in students' writing processes with that of experienced technical writers. Examines students' rough and final drafts for content and style as audience considerations influenced revisions. (HTH)

This anthology presents excerpts from the journals of 40 of today's most noted writers, along with their comments on the role of journal-keeping in creating their art. Besides being generally instructional to other writers and a lesson in how to create a personal journal, the anthology is a look at writers in the midst of creating. It includes…

One of the ways in which tutors can help students improve their academic writing is to give them positive and constructive feedback on their work. D. Hounsell, however, suggests that written comments may fail to connect because tutors' and students' perceptions of marking criteria can be very different. This paper reports on two research studies,…

At any level, good writing requires an acknowledgment of writing strengths and weaknesses by both student and instructor. The four project collaborators/writing teachers outlined six specific areas on a teacher feedback sheet to note students' writing strengths and weaknesses; the areas of purpose, audience, thesis, development, organization, and…

This action research project describes a program to increase the application of spelling skills in students' writing. The target population consisted of first grade students in a middle-class community in the northern suburb of a large metropolitan area. The problems of inadequate application of spelling skills to student writing were documented…

Intended primarily for Kentucky classroom teachers and administrators, this idea book first identifies three major issues that members of the Writing Advisory Committee felt should be addressed so that writing instruction will not suffer because of use of the writing portfolio. The broad issues emphasized in the idea book are for teachers to: (1)…

Comprehensive and practical, this book provides resources, strategies, and assessments that seamlessly weave writing into everyday classroom routines. The resources in the book include reproducible student worksheets, transparency masters, teacher and student examples, and technology tips in the form of Web site addresses. Strategies throughout…

This paper is concerned with expression in composition. Expression includes the unity, coherence, and emphasis/purpose of a paper, and its style and/or tone. The paper first gives four alternative definitions of style and offers some specific components of style, such as word choices, sentence structures, and imagery. It then presents and…

Focusing on the composing process, this series of articles discusses improving composing by exploring personal experience and the use of computers and specific computer composition programs for teaching writing. (HTH)

Argues that writers gain skill in manipulating syntactic structures as they learn to engage in reflexive reading of complex texts. (MM)

Presents eight objectives developed in the Shoreham-Wading River School District, Shoreham, New York, for the students in the National Writing Project. (JW)

Strategies for effective writing include having clear expectations, developing a focused set of points, building straightforward sentences, providing specific information, making revisions, and recognizing factors that are conducive to good writing. Stresses the importance of improving writing skills through practice and includes a worksheet for…

Presents a colloquium (based on exchange of opinions on the "Bizcom" listserv on the Internet) that explores the concept of writing well. Illustrates the influence of electronic mediation on the communication process. (SR)

Discusses netiquette, or rules of etiquette when using computer networks, for online communications such as electronic mail and public online forums. Print and online sources for netiquette are given, and examples of poor communication are included. (LRW)

Describes a six-month project in a second grade classroom in which students wrote descriptive sentences to accompany the pictures in wordless picture books. Describes how this was done first as a whole class, then with partners, and finally individually. Notes that each story created in this fashion was read to someone. (SR)