Describes the behaviors and attitudes 49 high school junior English students demonstrated and the features that existed in their writing when they wrote for natural purposes (such as writing letters, biographies, and pamphlets). (EL)

Offers a proposal for an integrated reading and writing curriculum that emphasizes essay and other informational writing. (HOD)

Examines why analytical thinking should be a major focus of teaching in the reading and writing classroom. (HOD)

Investigates the relationship between field dependence-independence and the comprehension test scores for expository and literary text types and examines the relationship between text structure and reading comprehension. (FL)

Offers a four-step procedure that can be used to help upper elementary school students learn to write a well-structured expository paragraph. Suggests that the writing experience is a bridge to understanding more difficult text structure. (FL)

Describes the emphasis on creativity in expository writing in a college composition class. Outlines four traits of creativity promoted and encouraged in student nonfiction writing and writing assignments for that purpose. Includes samples of students' creative nonfiction. (HTH)

Proposes a formal thesis program to be conducted by a librarian in an academic library on a one-to-one basis. Discussion covers the graduate student/thesis advisor relationship; students' difficulties; a three-way partnership involving the student, the advisor, and the librarian; and eight basic features of the program. (8 references) (EJS)

Reports on a study in which college students differing in verbal ability read and evaluated their comprehension of expository passages. Results revealed both quantitative and qualitative differences in the evaluation standards used. (HOD)

Describes four basic features that distinguish narrative from expository discourse and suggests that teachers who recognize those differences can guide their students to use reading strategies appropriate to particular text structures. (HOD)

Describes the steps a writer can go through in producing an article and how a word processor can facilitate the thought and compositional processes. (CRH)

An approach to the teaching of composition undertaken by the University of South Carolina writing laboratory is described in which the objective is to educate students and teachers in the composition process and to discover more about how writing is learned. Focus is on helping people learn to think. (LBH)

The reading program described in this lesson plan uses traditional stories of the Native peoples (narrative text) to introduce students to the study of animals in Alaska (expository text). During three 45-minute lessons, students will: complete a KWLQ (Know; Want to Know; Learn; Question) chart; listen and respond to a story (narrative text) by…

When given the chance to select their own research topics, decide which genres to write in, and determine how to present their findings, students assume ownership and take pride in their work. This book leads teachers through the multigenre research papers with upper elementary students. The book explains how teachers can organize their…

Students will combine reading with descriptive writing in this lesson plan. Embedded in this project are skills, such as compiling, composing, defining, describing, illustrating, rewriting, and validating. During nine 30-minute sessions, students will: read and discuss "The Giver" by Lois Lowry in order to create meaning from the text; read short…

Describes a remedial English program at the University of California, Berkeley. (RY)