Describes a method of including students into a community of readers through which they are encouraged to respond individually to literary texts. Shows how writing prompts can be used in the classroom to foster reader response and the integrity of each reader's interpretation of a text. (HB)

Offers 2 favorite writing activities for the computer lab: (1) students write about 100 words of the beginning and end of a favorite fiction book, while another student fills in the middle; and (2) students choose from 1 of 3 plot twists, write at least 5 sentences, and then write 3 more plot twists for the next student. (SR)

Presents an evaluation method for written assignments in which students develop an evaluation checklist. (SR)

Describes a writing assignment (intended to counter some students'"writing is irrelevant" attitude) in which students write resumes and letters of application that are reviewed by personnel officers of "real world" corporations. (SR)

Describes a dual grading process for business writing assignments, initiated to expose students to collaborative evaluation and to verify instructor evaluation. Maintains that receiving feedback from both teacher and students reinforce students' confidence in the evaluation process while teaching them about audience expectations. (SR)

Describes a cross-disciplinary research paper assignment in which students engage in original research and interview an expert before researching in the library. (SR)

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)