Describes the use of character journals (a written diary kept by the reader who assumes the role of the main character) with a group of eighth-grade students. Shows how students think more about what they are reading and come away with a better sense of their own identity. (SR)

Describes the development of a writing course that facilitates the development of students' writing skills at the same time it provides an opportunity for them to learn about the construction of gender through language. Combines the study of revision with that of "re-vision," as feminists use the term. (RS)

Describes a classroom project in which students prepare a complex collaborative document (assembled from subparts, each collaboratively produced). Enumerates advantages and problems that grow out of this complex collaboration in relation to overall goals for the teaching of writing skills. (SR)

Discusses the advantages of making the writing center part of the instructional media center in schools and provides some questions to consider in setting up a writing center. Offers three examples of popular writing assignments. (MG)

Discusses a course on shared-document writing in which students indicate that they value the time allowed to coordinate groups and to understand and complete assignments. Asserts that structuring the course necessitates assigning work relating to a single topic and providing choices, including a voice in group formation and evaluation. (PRA)

Describes a research project for high school students in which they write to an important figure in psychology to ascertain their contributions to the field. Students sent letters to 113 psychologists and received replies from 72 of them. Reports students were enthusiastic about the project. (NL)

Describes various types of writing across the curriculum (WAC) programs and issues in program implementation, examines the implications of WAC programs for teaching basic writers, and outlines some instructional strategies that can be used by teachers to prepare basic writing students for participation in WAC programs. (PAA)

Shares a writing activity in which students create riddles to define a particular number. (MG)

Examines the romantic characteristics of the typical adolescent. Argues that, given such characteristics, "Frankenstein" by Mary Shelley is a logical choice for introducing adolescents to romantic literature. Describes one teacher's approach to teaching the novel and assigning writing tasks for it. (HB)

Describes one Oregon high school's approach to the traditional senior project, including both a speech and a written research document. Outlines the steps by which students carry out the project. Claims that this project is a valuable and culminating educational experience for graduating seniors. (HB)

Describes a project in which students write their own notes, postcards, and invitations from storybook characters to other book characters. (SR)

Uses examples from the author's experiences writing books for young adults to show the power of literature to see through someone else's eyes and feel through their skin. Offers suggestions for teachers for ways students can take part in the life of the language, shape it, and discover the vitality of the printed page. (SR)

Reports on classroom experiments with replacing standard student report-style papers with more expressive, explorational writing assignments. Outlines how course readings are used as the basis for a paper that takes the form of a series of letters or postcards to an imaginary or real person. Provides examples from student projects. (DSK)

Discusses the class-related logbook, a semester-long writing assignment that focuses on teaching the process of using regular writing as a powerful professional tool apart from the formal documents required on the job. (WRM)

Offers an assignment designed to arouse students' interest in U.S. government. Expounds that students choose a political novel and then must address three topics in their papers: (1) plot and political themes; (2) relevant parts of lecture and textbook; and (3) accurate/inaccurate depiction of politics in their novel. (CMK)