Maintains that writing assignments in world history should include essays that are sequenced according to difficulty. Proposes a sequencing model for an introductory course in world history based on seven steps of difficulty. Provides examples of questions at each level in addition to a course outline. (JDH)

Describes how advanced placement students at Gunn High School (Palo Alto) achieve a higher than average pass rate on the advanced placement final exam required in California. Attributes their success to the focus on expository writing and provides examples of both good and bad essays. (JDH)

Recommends teaching students the exploratory essay as a means of contributing to the larger effort of revitalizing the humanities by restoring the spirit of inquiry to a place of currency and honor and by educating people to communicate freely with one another. (EL)

Explains reasons for eliminating the requirement of "personal" writing from the curriculum in adult classes. (EL)

Describes a system for arranging assignments in a composition course that aims to prepare students for academic writing, by focusing entirely on exposition and its conceptual demands. (HTH)

Discusses James Britton's "English" course, which progresses from participant to spectator and from the transactional to the poetic in writing, as an alternative to the impractical and unnatural five-paragraph essay. (HTH)

The large increases in journalism school enrollments are reported and accompanying problems in student writing ability examined. Faculty members who would like to polish writing styles are being misused in spending time correctly basic errors in syntax and spelling. (Author/LBH)

This book discusses basic craft elements of writing, illustrates from adult and children's literature what constitutes an engaging passage of description, and then illustrates how that craft can be taught in a workshop environment. In addition, this book includes involvement experiences that help teachers experience these craft elements. After an…

This paper addresses the role of prior knowledge in the comprehension of narrative and expository text, two major categories of discourse. The paper reviews some of the differences in the essence of prior knowledge required to comprehend each text type and then examines research on prior knowledge and conceptual change that deals with both text…

Designed to be used with the New Zealand curriculum framework, this slide presentation defines "information literacy," gives an information literacy overview, proposes 10 questions that students need to ask themselves, and provides student educational objectives for information skills. The report presents an essential skills assessment…

Argues that most reading skills are more applicable to expository material and suggests that overuse of fiction in the primary grades is a frustrating experience contributing to disinterest in reading. Tables and bibliography. (RW)

The author compares some systems of the aims of discourse ranging from the Aristotelian and Aquinas schools to the Buhler, Jakobsen, and Kinneavy theories, and pleads for the preservation of the liberal arts tradition with composition as a basic course. (DS)

Uses personal experience with writing a newsletter to show how a newsletter assignment involves students in a wide variety of writing experiences, makes them aware of their audience, and shows them the need for good organizing and editing skills. (MM)