Discusses a composition assignment that integrates library instruction with a research assignment, thus encouraging students to take an interdisciplinary approach to their writing and thinking. (SR)

Discusses providing developmental learners with the opportunity to hear and respond to vignettes (short, descriptive literary sketches such as those in "The House on Mango Street"). Notes that the activity allowed students to experiment with another writing style and to use figurative language in a creative way. (RS)

Describes how showing a film version of a novel, short story, or play after a class has read and talked about the text can be an interesting way to encourage students to think about the text and develop a critical stance. Offers examples from two texts and their film versions. (SR)

Presents an initial minicollaboration exercise with which to begin collaborative projects. Notes that students discuss how to respond to a range of comments and concerns of prior students to collaboration, thus shifting learning and discovery to students from the very first step. (SR)

Offers descriptions of three class activities involving collaboration between basic composition and freshman composition classes, involving magazine production and peer response. (SR)

Offers six brief articles, each presenting a particular class activity for high school journalism students, focusing on feature writing, getting the whole picture, news writing, an observation test, sights and sounds, and a reporting exercise. (SR)

Describes an activity in which parents and students write together about their childhoods. States that parents and students offered positive comments about the activity. Notes that the parents were supportive of their students' writing for the rest of the school year. (RS)

Criticizes teaching formal, impersonal writing and argues for teaching that encourages students to write about what they know and love as they discover who they are and why words matter. (PRA)

Discusses the use of computers in teaching basic writing to college students. Offers computer exercises and activities which foster a whole-language curriculum. (PRA)

Provides specific writing activities to be used with seven different books in the context of both primary and intermediate grade level writing instruction. (HB)

Proposes a four-phase plan for a team formal report project in the business and technical writing course. Finds positive attitudes toward both the formal report and collaborative writing among students in 29 formal report groups. (SR)

Describes an exercise for a technical writing course on documenting a problem within a corporate environment, thus giving students experience in appropriate documentation to tackle some of the operational, political, and ethical problems common in the workplace. (SR)

Suggests several high school writing assignments with civic themes. Includes assignments on the Iowa caucuses, the political and economic future of Iowa, and city-administrator government. (RDS)

Surveys faculty of the College of Business at Illinois State University concerning writing assignments given in the functional areas. Finds an average of one research paper per class required in each of the five departments of the college, while the type and format of research varied. Discusses implementing the results. (RS)

Offers five tips from writing teachers on writing activities that work well in their classrooms. (SR)