Presents opposing views on the wisdom of teaching student writers to write for an "audience." (JL)

Insists upon the importance of poetry and provides a procedure for introducing both students and teachers to the writing and appreciation of poems. (JL)

Suggests teaching students four processes for improving sentences: addition, subtraction, substitution, and transposition. (JL)

Shows how the eagerness to learn and the wealth of experience of senior adults makes a composition course in autobiography particularly effective for such students. (JL)

Explains how to use various periodicals to demonstrate to composition students that writing style is both accessible and controllable. (AEA)

Argues that asking students to write in concrete images about specific events and places serves to emphasize the importance of writing from detailed personal experiences. (RL)

Represents an exchange of "official notices" on the uses and misuses of workbooks in the teaching of writing. (MKM)

Suggests supplementary spelling activities involving selection of a phonetic element and construction of student-generated word lists. Designed for fifth graders, the activities can be adapted to any grade level. (CM)

Presents a practice report that profiles the use of collaborative writing techniques in a dual-diagnosis drug and alcohol treatment program. Provides examples of typical patient-generated collaborative poems. Concludes that collaborative group poetry, when effectively facilitated, can generate a meaningful process-discussion toward values…

Notes the villanelle is one of English poetry's most demanding forms. Discusses two distinct ways in which a villanelle unfolds - as a satellite or as a snowball. Describes how the meaning of the repeating lines in a snowball villanelle change and increase with each recurrence. Presents exercises for teaching the villanelle. (SG)

Presents three teachers' suggestions for teaching grammar. Discusses how the first teacher suggests studying active and passive voice, the second teacher has students construct slang dictionaries, and the third teacher uses sentence combining that engages students and encourages carryover to their writing. (SG)

Presents a worksheet that asks students to describe themselves as writers. (MM)

Describes an approach for teaching "The Diary of Anne Frank" to secondary school students, focusing on historical and emotional preparation, and writing prompts for the play. (MM)

An exercise derived from observation of students' common notetaking practices is designed to make plagiarism less likely by involving the student in the writing from the beginning and by making the notetaking process more efficient. (MSE)

Describes a writing exercise to help technical writing students determine the appropriate methods of extension for technical definitions, decide which terms need to be defined for a particular audience, and place definitions effectively in the document. (MM)