Outlines a series of progressive exercises designed to train students in written persuasive discourse in French. The technique involves observation of advertising, study of premises, arguments, and conclusions, pragmatic text analysis, training in logical construction, and development of argumentative strategies. (MSE)

Traces the writing problems of visual thinkers to three factors: a lack of words, the unimportance of sequence, and the presumption of context. Pleads for better understanding of the thinking processes that produce such writing problems and the development of new ways of teaching writing that directly address visual thinkers. (SR)

Suggests that the key to making research writing something students are eager to learn is the instructor's enthusiasm and skill in gathering irresistible ideas and prompts to pique students' curiosity. Presents seven steps to help students write research papers. (RS)

Finds that visualization techniques were effective in guiding the revision process and that students remembered both specific details about the pictorial information used to guide the composing process and the underlying principles informing the techniques. Discusses visualization techniques in terms of their potential usefulness in reducing the…

Presents six short articles to help authors publish articles both in Association for Business Communication journals and in other academic journals. Includes "Some Gentle Reminders"; "The Three D's of Denial; the Three A's of Acceptance"; "Thoughts of Research"; "Doing a Cost-Benefit Analysis of Your Writing"; "Turning a Presentation into an…

Reports on a study investigating high school students' choice of topic and form of discourse for their writing. Finds that topic choices related to gender, and that topic and form choices related to grade level. (SR)

Presents advice from third-grade students on effective ways to teach writing, including getting started, writing, and becoming members of a literate community. (SR)

Suggests multisensory approaches to writing instruction. Explains how even pieces of candy can provide students with memorable lessons in writing. Encourages teachers to be creative in coming up with similar ideas of their own. (SG)

Presents an interview with David Wiesner, the 1992 Caldecott Medal winner. Discusses his process of visual storytelling (through wordless picture books). Discusses his sources of ideas for writing and illustrating children's literature. (RS)

Discusses the reasons for publishing the picture book "Encounters," which tells of the fateful first meeting of Christopher Columbus and the Native Americans from the point of view of a boy raised in the Tanio culture. (RS)

Presents an interview with Perri Klass, pediatrician, columnist, and author of two novels, a volume of short stories, and several essays. (SR)

Describes the reasons that companies frequently misspell words that are part of product names. Provides many examples of such misspellings, along with an analysis of why the words were misspelled. (HB)

The young adult novelist M. E. Kerr discusses her career including her writing process, favorites among her books, the issues she writes about, how she keeps in contact with young people, and current work. A bibliography of 17 young adult books written by M. E. Kerr is included. (EAM)

Describes methods for teaching student writers basic principles of organization. Argues that teachers should help their students learn the process of discovering organizations appropriate for their material instead of merely teaching traditional forms of written organization. (HB)

Describes how generating effective advertising copy affords students practice in aspects of persuasive writing, such as developing a thesis, refuting counter-arguments, and writing in a comparison-contrast mode. Notes that this approach helps students negotiate the problematic shift from expressive to persuasive discourse without losing their…