This booklet is designed to guide educators through the necessary steps to writing for publication in educational journals. The first section discusses the steps in the writing process, from first thoughts on a topic to the final draft. The next section deals with identifying and selecting a publisher, whether to write a query letter, and what…

This paper argues that it can be helpful to accept and comment upon preliminary drafts of student papers, as well as the "final" version that will be graded. Comments on preliminary drafts should focus on what seem to be the most fundamental matters, leaving others (including grading) for later drafts. Appropriate types of concerns and comments at…

Information derived from an informal study of the processes through which students go as they complete papers assigned for class shows that most freshman students spend little time preparing for their writing and use a simple drafting technique in composition. This paper offers a model of the student composing process which is generalized from the…

A college-level course in technical writing can provide a unique opportunity for the nontechnical student to become acquainted with many facets of the technical world. Such knowledge is especially important to the liberal arts major because the number, scope, and impact of technological developments increase daily. Such a course would be based on…

Presents projects which combine creative and expository writing. (DD)

Investigates the hypothesis that older adults remember prose less well than young adults because they are less sensitive to the structure of prose passages. Results of studies using stories, essays, and essay summaries suggest that the old are as sensitive to passage structure as the young but recall less information. (Author/CB)

Discusses the development of good reading habits among writers, especially journalists, and suggests several books to aid the process. (RB)

Author describes the usefulness of the six minute color film A Short Vision", in stimulating the writing and the imagination of his English composition students. (DR)

Argues that excising the word "exposition" from the language of English teachers would be more beneficial than harmful. (JL)

Reviews research indicating that, on the average, students read narrative prose faster and comprehend it better than expository prose. (AEA)

Argues that to improve students' writing in upper level business communication courses they must be exposed to the thesis that it is impossible to put together any piece of exposition, specifically letters, memoranda, and reports, without using one, or a combination of, rhetorical techniques arranged logically. (FL)

Argues that Richard Whately was a significant force in shaping the model for teaching writing that has been dominant in the last 90 years. (Author/RL)

Defines "literature" as including such expository works as "The Theory of the Leisure Class" and "The Lonely Crowd" and encourages development of college courses in expository modes of writing. (DD)

Discusses study which was conducted to determine whether students write more objectively after than before instruction and which found that the trained group wrote significantly more objectively after training. (JM)

Using findings from a pilot study, discusses why there is good cause to believe that the five-paragraph essay has significant strengths as a tool for the development of writing competencies among low-income and first-generation college students. (EV)