Explains the guidelines for an exercise based on the poem "The Little Mute Boy" by F. Garcia Lorca. States that students are to: discuss synesthesia, the substitution of senses; explore the surreal senses; think about life without a sense; create a net of surprises; write a poem; and read the poem aloud. (PA)

Describes a writing project in which elementary students write Choose-Your-Own adventure stories. (SR)

Describes using Monday morning journal writing activities to give the teacher an insight into what the weekend has done for students. (RS)

Each paper written by 60 sophomores in computer classes received 3 peer evaluations using a structured evaluation process. Overall, students were able to grade efficiently and consistently in terms of overall score and selected criteria (subject matter, content, and mechanics). (SK)

Presents a writing assignment from a class in general semantics in which students write about a personal application of general semantics. Presents a paper submitted by one student. (SR)

Presents an exercise in descriptive writing that shows how to take a subjective statement and support or deny it using a common body of factual observations. (PA)

Presents a conception of writing assignments as a navigation through five writing "events" that students experience through individually imposed writing tasks. Describes the five events within each assignment. Concludes with positive student evaluations. (HB)

Offers suggestions on ways to introduce a workshop audience (of faculty, teaching assistants, or new composition instructors) to composing as women. Discusses classroom structure, teaching the composing process, the rhetorical situation, designing writing assignments, teaching expository form, using peer review groups, responding to drafts,…

Presents a title-writing exercise which can be completed in class in 20 to 30 minutes. Asserts that the exercise works for many writers as a strategy for focusing and developing. (PRA)

Notes that, although writing instruction is appropriate, students need to have the opportunity to practice daily what they have learned. Discusses a number of ways teachers can developmentally influence students' processes of becoming good writers. Suggests that motivational activities that create, build, evaluate, and edit writing help students…

Explores how asking students to abstract a theme statement from a literary text as a main reading objective can actually disempower students' reading experience. Bases the claims on original research on how 288 readers read a short story. Considers how teachers might more profitably talk about theme. (HB)

Describes successful teaching tips for writing instruction from six teachers. (SR)

Describes two writing assignments for basic writers (synthesizing influences from Mike Rose and David Bartholomae) in which students perform complex thinking and writing tasks while writing about their own experiences and those of fictional characters similar to themselves. (SR)

Describes a writing assignment (designed as an alternative to a traditional literary analysis paper) for a sophomore-level introduction to short story course, in which students assemble their own thematic anthology of short stories with introduction, headnotes, and annotated bibliography. (SR)

Argues that writing instruction should lead student writers to find their voice in their writing and that this will only happen if they write often for personal purposes and personal expression. (SR)