To write well, it is only necessary to write simply and clearly. To learn how, one must want to write clearly, be willing to work hard, and follow some basic guidelines. Before writing, create an outline by arranging ideas on note cards and putting them in a logical sequence. Write to the reader's level of knowledge about the subject. Avoid…

Word processing software eliminates the physical barrier that young children experience as they struggle to make letters, by hand as well as the psychological barriers some children perceive when they equate their poor handwriting with a lack of writing ability. (MT)

The author discusses clear and persuasive writing techniques to be used in preparing training program proposals. Strategies include (1) using headlines, (2) analyzing the audience, (3) using positive and simple language, (4) maintaining credibility, and (5) making the proposal attractive. (CH)

Presents "Language Arts" reviewers' observations about manuscripts they have reviewed over the years. Focuses on: what reviewers observed in the language arts field; specific comments on authors' writing; and constructive suggestions for prospective authors. (MM)

Argues that most levels-of-editing systems focus on issues important to the technical editor at the expense of the issue most important to author and audience: technical content. Redesigns the lowest level of editing in order to better serve the author in the limited time available to produce a document. (SR)

Offers a brief discussion on how to organize the writing for a technical manual. (SR)

Explains how metaphors enrich communication and strengthen meaning by focusing perception. Gives examples of the enhancement of business communication in finance, information systems, management, and sales. (SK)

Discusses writing indexes in computer documentation. Describes kinds of indexes, what subject matter to index, creating specific entries, design alternatives, and phrasing of entries. (SR)

Discusses grammatical arthritis (an internal buildup of rules that hinders writing flexibility); four new "rules" (concerning "data is,""none are,""hopefully," and the restrictive "which"); attitudes toward English grammar; how to be a helpful editor; and where to learn about grammar. (SR)

Discusses the purposes served by visual elements in a document, and notes some conventions that have been dropped in the last few years in an attempt to eliminate clutter. (SR)

Discusses three causes of redundancy in writing: lack of revision, attempts at precision, and conceptual confusion. (SR)

Argues that the greatest value of technical communicators accrue not from style book editing but from "content editing." Offers suggestions for content editing. (SR)

Discusses the care required in constructing written explanations of numerical data. (SR)

Explains how business writing can be taught using examples from modern literature and the analytical tools of literary criticism. Uses Michener, Hemingway, Faulkner, and Steinbeck to illustrate techniques. (SK)

The merits and shortcomings of formalized assessments of student writing have been debated by critics who maintain they are not valid measures of writing proficiency, often result in a narrowing effect on the local school curriculum and elicit predictable or formulaic writing by students and by proponents who argue they help to inform teacher…