Suggests activities for using newspapers in the composition classroom. Activities include using information from newspapers during the creative process, using journalistic style to illustrate composition techniques, and using the paper as a tool in learning how to evaluate writing. (HTH)

Shows how the technique of using actual poems and corrupted versions of poems for compare/contrast discussions helps to develop students' skills in criticism and in revising poems. (RL)

Examines the powerful roles of rereading and revising within the writing process. Notes how the revision process develops student understanding of the properties of the written word. Suggests four ways by which English teachers may learn the interrelated processes of rereading and revising. (RL)

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

Offers a series of exercises designed to facilitate both discovery of content and its development into a written draft. (FL)

Proposes a model for teaching the writing process in technical writing classes, with examples of the model's application to writing titles, introductory components, resumes, and instructions. (RL)

Six core principles which serve as guides for instruction with a cognitive-developmental approach to composition are discussed. This approach combines writing as problem solving with recognition of external factors that influence writing. (HTH)

Proposes that an awareness of writing as a process is the necessary basis for building effective writing programs, provides examples of activities that promote more creative writing samples, and expresses the need for emphasis on different purposes and audiences for writing assignments to broaden young writers' styles. (HTH)

Examines the relationships between rhetoric, composition, form, and content. Notes the need to teach the forms of composition. Urges writing teachers to develop student self-consciousness and understanding of the writing process. (RL)

Concludes that remedial writers' writing processes are shorter and of poorer quality than those of traditional writers, and that what separates the groups is the ability to reflect on what is being written. (DD)

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)

Strategies for effective writing include having clear expectations, developing a focused set of points, building straightforward sentences, providing specific information, making revisions, and recognizing factors that are conducive to good writing. Stresses the importance of improving writing skills through practice and includes a worksheet for…

States that, for one instructor, professional inquiry in a graduate education program has led to a critical examination of day-to-day practice in the classroom, especially regarding the writing process in the grade 7-9 writing workshop he formerly taught. (PA)

Presents: (1) the 1997-1998 Texas Bluebonnet Award Master List of 20 children's books; (2) the Texas Lonestar Reading List 1997-1998 of 20 children's books; and (3) essays by three Texas authors (Sherry Garland, G. Clifton Wisler, and Ida Luttrell) about why and what they write. (SR)

Review of research on students' use of word processing for text generation and revision and its impact on text quality suggests that enthusiasm about its benefits may be misplaced. Enabling students to model structural features of sophisticated texts may help with complex writing tasks and change conceptions of writing. (SK)