Introduces and demonstrates the various ways that writers keep track of the main theme of the exposition and how they change signals to and from subtopics to maintain continuity in texts. Concludes with notes on teaching this material. (PD)

During a summer course, an instructor used a method of corresponding with students to learn more about the students personally and academically. The exercise affected lesson preparation and the linguistic activities selected for the group. Objections to and benefits of the method are discussed. (MSE)

Reports on two case studies of writing development in the primary grades. Notes the impact of teacher's questioning techniques, both on student development as writers and on teacher ability to evaluate student progress. (RL)

Discusses children's writing process and how creating an atmosphere in which they are willing to take risks encourages their writing fluency and enthusiasm. Suggests that allowing invented spellings, reading-writing partners (peer pairs), and class editing can be beneficial to beginning writers. (HTH)

The National Writing Project's widespread summer institutes bring teachers together to experience writing techniques directly and to develop their own curricular approaches to teaching writing. The project owes its success to involving teachers in the problem-solving process rather than having them depend on externally developed curricular…

Describes how elementary school teachers encouraged poor readers and writers by having them--and the whole class--keep journals on topics they knew more about than anyone else in the class and then read the entries aloud. Discusses a three-step process approach to writing instruction derived from this successful method. (HTH)

Summarizes information from the ERIC database on the subject of writing instruction as a common responsibility of teachers from all disciplines. Focuses on the role of English teachers in promoting schoolwide writing programs. (RL)

Describes the methods and findings of a study of the improvements in remedial writing students' writing ability on their attitudes toward their writing ability, instructors, and classes. Relates positive changes in self-confidence and attitudes toward teachers, ability, and classes, but increasingly negative attitudes toward grading. (WL)

Reports on a study that indicated the development of unhealthy attitudes toward writing in students who received negative feedback. (RL)

Presents case studies of two first-grade children, examining their writing as a linguistic and social process that involves the child in an exploration of both oral and written language within the social context of the classroom. (HTH)

Submits classroom research on students' recognition of cliches. Notes that many beginning writers are unfamiliar with many cliches. Suggests that teachers should be aware of students' limited language experiences and adjust their teaching methods accordingly. (RL)

English departments must become involved in the training of teachers of writing at every level rather than concentrating exclusively on literary scholarship. (HOD)

Discusses the collected research on free modifiers and "minor sentences," or "formal fragments." Asks English teachers for less concentration on initial placement of modifiers, less rigidity concerning fragments, and more practice with punctuating final free modifiers. (RL)

Discusses ways to elicit the final project in a high school writing workshop--supplying the opening 20 to 30 pages of a novel. Examines student interests and writing styles in conjunction with the beginning pages of published novels. (RL)

Examines arguments in favor of the notion of dialect interference in writing; offers counterevidence and explores an alternative explanation for apparent dialect interference in writing. Concludes that pedagogies for teaching writing skills to native speakers of English that assume dialect interference are theoretically wrong, pedagogically…