To illustrate the importance of clarity and precision in stating objectives for learning a particular job task, a training consultant provides answers to the previous issue's questionnaire on writing instructional objectives. (MF)

Four high school teachers from different parts of the U.S. present specific techniques they use in teaching writing to their own students. Particular assignments are discussed briefly. (LBH)

Presents exercises for two subjects which students find among the less interesting: constructing arguments and writing expository prose, especially factual reporting. (JM)

Compares deaf writers to basic writers with normal hearing in terms of their apparent attention to grammatical correctness. Finds that deaf subjects devoted substantially less attention to grammatical decision making during composition. (MS)

This study evaluated the quality of educational research articles published in 1983. One hundred seventy-eight judges randomly selected from Division D of the American Educational Research Association evaluated 128 articles from 38 journals. Methodology and results are discussed and analyzed. (Author/JL)

Describes the background, materials, and implementation procedures for the Expository Writing Program. Points out that research has shown that participation in the program helped good and poor readers improve their composition and comprehension of informational texts. (ARH)

States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)

Examined each book in 8 basal reading series (preprimers to sixth readers) to determine the variety of types of writing in these 1983 basals. Texts were examined for the number of selections representing narrative, poetry, plays, exposition, biography, hybrid writing types and for the number of pages devoted to each type of writing. (Author/NH)

Presents a method for teaching report writing that first establishes the order followed when writing a good business report and then presents, in reverse order, the steps of gathering information, interpreting information, and organizing information. (SRT)

To identify some of the specific cognitive correlates of high-quality, audience-adapted writing, 35 college freshmen wrote a typical academic essay and also a persuasive appeal directed toward a specific readership. Results showed that social cognition played a more significant role in writing a persuasive message. (HOD)

Argues that the development of an explicit reading approach focusing on the comprehension of Russian expository prose is long overdue. Recommends and discusses "The Contextual Approach to Russian" by Plank and Daugherty as a textbook which outlines a pragmatic strategy for reading and comprehending Russian expository prose. (SED)

Argues that since young students often find expository material difficult to understand, teachers must take special care in preparing lessons on such materials. Proposes an approach that can help teachers through planning and teaching expository text. (FL)

Describes an exercise in which students must compare Congreve and Shakespeare and suggests that it is ultimately unfair to the student to remove the quotes from their context and pass judgment on them. (CRH)

Writing a document that is clear and easy to understand is difficult. This resource book is a guide to making written material easier to read, understand, and use. The guide is targeted at those who write work-place documents--industry or TAFE (Technical and Further Education) trainers, managers, supervisors, union representatives or writers of…

Journal writing in science can be productive and stress basic skills. Students need to be highly motivated to engage in journal writing, and since the world of science fascinates most learners, chances for motivation are good. The subject matter to be written about needs to relate directly to the ongoing unit of study. Dramatizations, both formal…