Analyzes within the framework of research and literary theory the complex ways in which children experience and structure stories. Presents examples of interactions between children and literature. (NH)

Presents strategies for teachers: 1) to demonstrate to children the need for content revision; 2) to help children clarify the content of their writing; 3) to show children the need for editing changes; and 4) to assist children in their editing effort. (SD)

Noting that English teachers are often overwhelmed by the time they must spend grading papers, claims there is a need to rethink teaching philosophy and suggests specific methods for teaching writing and grading papers based on sound research-based theory. (NH)

Describes how a simulated bedtime story experience in which an adult shares a book with a child can be used in classrooms to teach beginning readers. Points out the importance of using authentic children's literature in the approach. (EL)

Describes the behaviors and attitudes 49 high school junior English students demonstrated and the features that existed in their writing when they wrote for natural purposes (such as writing letters, biographies, and pamphlets). (EL)

The authors discuss the following questions: Who should run a GED (General Educational Development) program? How should the program be administered? How can schools best prepare their students to take the GED tests? (CT)

Shows that, although peer editing groups are effective, they also have their limitations, and advocates instead the use of revision workshops as a practical alternative. Contains a checklist used in a revision workshop. (NKA)

Students compose original stories that incorporate nonroutine problems which contribute logically to the plot of the story. Examples and suggestions from work with fifth graders and preservice elementary teachers are given. (MNS)

Explains a three-step method of presenting the logical relationships indicated by connecting words (e.g., similarly, however, and therefore) so that developmental students can use them by building upon their understanding of coordinate and subordinate sentences within the paragraph structure. (DMM)

There is an explosion of new research describing writing stages and how young children learn about reading by learning to write first. Teachers can develop environments in which students can freely explore writing in no-fail situations. By being guided by childrens' spontaneous learning efforts many inapropriate teaching techniques can be avoided.…

Eastern Michigan University's opportunity program for underprepared students, called the Promote Academic Survival and Success (PASS) program, is described. The improvement of the students' reading and writing skills was emphasized. This was seen as the most direct way for the students' to achieve academic competence and self-integration. (MLW)

Described is an interesting attempt by one university to require of students demonstrated competencies in writing as freshmen, quantitative reasoning as sophomores and juniors, and oral communication as juniors or seniors. Quantitative measures of the effectiveness of the program are not provided. (Author/RM)

Stresses the need for relevant topics to be given to students in business writing classes and states that they can be found by examining the campus and community to determine topics of interest. (DF)

Described are practical ways in which writing can be used to help students learn the concepts and methods of social psychology. These include keeping a course log (a type of journal), writing analyses of published articles, doing an observational study, and writing a formal research report. (Author/RM)

The portfolio writing assignment given to students in a life span developmental psychology course required that they complete 10-15 typewritten pages of writing for the course. Students were allowed to choose their own projects; for example, they might write about an interview they had conducted, or discuss an outside reading. (RM)