Contends that writing skills and literacy have economic values to employers of college graduates. Argues against the vocationalization of composition and maintains that writing should not be taught as a mechanical skill but as a human activity which provides humanistic perspectives for vocationally oriented students. (CAM)

Describes a collaborative effort among New York high school and college teachers, administrators, and students to improve writing skills. Discusses the project format and the writing/reading and writing instruction principles underlying the program. (HTH)

The author describes ACT (Acting Out Central Theme), a method for dealing with psychomotor, cognitive, and affective domains in slow readers. The ACT approach involves three sessions which focus on discussion of a theme such as friendship, presentaton of the theme as a skit, and assignment of topics to individual students. (SW)

Gifted 11- to 14-year-olds from all parts of the country participated last summer in fast-paced three-week programs in mathematics, writing, or science sponsored by Johns Hopkins University. (Author/MLF)

Characterizes the intermediate second language learner, taking into account the Gestalt nature of language. (HOD)

Provides ideas for implementing the language experience approach with first-grade students. (FL)

Describes research, practice, and resources for giving students writing activities in several rhetorical contexts and to various audiences. (RL)

The ability to question and the desire to be exact can be nourished by students' reading and writing responses to Thoreau's works. (RL)

Presents a series of teaching ideas that use language experience stories produced by children to foster their expressive language abilities. (FL)

The role of apprehension in the writing competency and writing performance of 110 college undergraduates was investigated. The hypotheses stated that high apprehensives would perform differently than low apprehensives on standardized tests and on two essay tests. The hypothesis for writing performance on standardized tests was confirmed, but the…

Briefly reviews survey findings on writing achievement, discusses students' difficulties with writing, and suggests that teachers not only provide more opportunities for writing, but help students develop strategies for solving the problems that all writers confront: planning, drafting, revising, and editing. (SJL)

Addresses the problems of declining student performance as measured by standardized achievement test scores and attendant loss of confidence in public schools by offering nine specific ideas for stimulating significant gains in student achievement. (Author/WD)

Examines the role of constructive feedback in adult foreign language error correction. Gives guidelines applying to written work and discusses indirect and direct correction treatments. While stressing the value of the former as an opportunity for discovery learning, favors a combination of the two as the most effective technique. (MES)

Requiring college mathematics students to write papers as an integral component of a standard mathematics course is promoted. (MP)

Discusses the literacy problems caused by teaching reading and writing separately and by teaching in isolation the skills required in these two processes. (HTH)