Describes a writing strategy that teaches students how to write a first person narrative and revise for more exact and fresh vocabulary words. (MG)

Discusses some historical precedents and current examples of how English educators manifest a particular habit of mind (reducing the general and fluid "writing process" to "The Writing Process"). Considers reasons why people are so attracted to it. Explores the difficulties associated with this habit of mind rather than argue…

Reminds readers of the processes involved in writing and how journalists fit into that model. Discusses how the approaches used by writing teachers have changed. (MG)

Describes whole-language activities (including using predictable books and rewriting of literary and poetic patterns) used for teaching reading and writing in a Kansas middle school. (PRA)

At lifewriting workshops held in Maine schools and senior citizen centers, participants learn to turn their memories into written vignettes. Writing memoirs helps older people celebrate who they have been and helps younger people explore who they are. (LP)

Presents a collection of elementary level activities to teach students about Thomas Jefferson. The activities have students walk around in Jefferson's shoes, learning about his home and family life, reading habits, journal writing, letter writing, political writing, architectural experience, political activities, and accomplishments. (SM)

The dicto-comp is a type of controlled writing combining text dictation and text reconstruction. The rationale and methods for using it in a Hong Kong high school class are described. (two references) (LB)

Investigates whether students in business communication courses perceive that their writing skills are enhanced with the use of a computer-assisted instruction program (Writer's Workbench). Finds that, although these students did not perceive significant improvement in writing, they perceived significant improvement in their oral communication…

Proposes rejection of the traditional complex classification of correspondence (letter of inquiry, claim letter, adjustment letter) and the adoption of a simplified system of classification (direct versus indirect communication), addressing the genuine complexity of a specific rhetorical situations. Offers teaching suggestions involving…

Discusses the work of Beatrix Potter as an artist and natural scientist. Presents three classroom projects which integrate technology, fine art, aesthetics, writing, and science. (MG)

Describes the context and background of portfolio use in the English and Language Arts classroom. Defines "portfolio" and outlines its essential elements. Describes the environment that is necessary for portfolios to succeed. Outlines how to develop a model for portfolios. Demonstrates the benefits to students of self-evaluation. (PRA)

Reports an exploratory study on the acquisition of one type of nonnarrative writing by 10 fifth grade beginning English-as-a-Second-Language (ESL) students, including a description of 6 lessons leading up to the writing. The findings support the position that young children learning ESL can cope with linguistic and cognitive demands of…

A former student of French language and French literature recalls how the lack of required essay-writing at a British Redbrick university affected other aspects of learning, including the abilities to compose good answers to examination questions, study effectively for finals, and understand the discipline. (MSE)

Examines the effects of mental imagery instruction on 37 gifted fourth and fifth grade students' creative writing and development of imagery vividness. Finds that treatment subjects significantly outperformed control subjects on originality and use of sensory descriptions but not on writing length. (MG)

Asserts that learner-centered classroom research helps community college instructors discover how and how well students learn. Argues that teacher-initiated research projects promote collaboration in classrooms and across the campus, enhance faculty understanding of the learning process, and encourage teachers to try new methods. (RDS)