Describes the use of the English Natural Form Instruction (ENFI) computer conferencing system to teach language skills in college writing classes at Northern Virginia Community College. Highlights include local area networks; discourse processing; interactive writing; the teacher's role; textual analysis of writing by two classes; and other…

Citing recent studies which decry the historical knowledge and writing ability of U.S. students, Seiter states that writing can be used to introduce more social studies content into the classroom--mainly by using primary/historical sources as the basis for writing assignments. Highlights several ERIC resources which deal with improving writing…

Describes several classroom-oriented telecommunications activities for encouraging student writing and expanding their audience. States that electronic bulletin boards are useful in sending students timely responses to their writing assignments. Suggests possible resources (including the author's electronic mailbox number) to learn more about…

Attributes older children's lack of interest in poetry to the way poetry is presented in school. Presents samples of children's writing which show that young children often express themselves through poetry. Suggests that, if children's genuineness of response is to be kept alive, teachers should act as encouragers, listeners, and collaborators.…

Whole language learning, which is often defined in abstract terms, is discussed in terms of its rationale, its practical applications, its implications for how communication skills are taught, and its classroom implementation. (JL)

Reviews five composition textbooks, assessing their attempts to integrate the reading and writing processes through literature and composition. Examines the textbooks' theoretical instantiation and notes their lack of success in achieving the reading/writing connection. (MM)

Examination of the extent to which three different modes of staff development (an intensive summer institute, an open program, and a one-day orientation workshop) helped elementary and secondary school teachers to implement a writing project indicated that the extent of implementation was clearly linked to the intensity of the staff development…

Discusses the gap between the perspectives and practices of (1) teachers in classrooms where writing and reading are being learned and put to good use and (2) those who test students' language competence. Considers ways to narrow this gap, including the notion of teachers acting as tester-researchers. (JD)

Teachers of writing (native or second language) should structure their classes in ways that will help students expand their repertoire of strategies for rewriting compositions. (Author/CB)

Discusses the links between classroom teaching activities and the learning of different textual forms. Presents results from a three-year study of one teacher's classroom interactions and activities. Advocates a theory of genre acquisition of different kinds of text form by young learners which is anchored in contextually relevant data. (MM)

Reports on "Writing Day at Barnes," an intermediate school program implemented to introduce writing skills in every subject area. Presents an overview of teacher training, program framework, sample lesson plans, and guidelines for developing similar programs which focus on the improvement and reinforcement of specific writing expression…

Updates and supplements a previous survey by Chapman and Tate. Indicates the type and number of specialized nonfiction writing courses available for graduate and undergraduate English majors and discusses changes in course offerings and enrollment between 1975-76 and 1985-86. (SD)

Presents a course that combines history, literature, and journalism. Suggests that students can be enriched if communication historians integrate their research into as many of the courses they teach as is possible. (JK)

Research-based recommendations for an effective writing instruction program for exceptional students include, among others, allocate a sufficient amount of instruction time; expose students to a broad range of writing tasks; integrate writing with other academic subjects; develop the processes of planning, sentence generation, and revising; and…

A survey of high school and higher education teachers' (N=208) attitudes regarding the use of computers for Spanish-composition instruction revealed that: the lack of foreign-character support remains the major frustration; most teachers used Apple or IBM computers; and there was mixed opinion regarding the real versus the expected benefits of…