Describes writing assignments that help students make the transition from concrete to formal operations. The assignments confront the writers with an idea or piece of experience, ask them to respond to it and how they arrived at this response, and what other responses could be made by them or by someone else. (HTH)

Describes a freshman composition assignment in which students create fictional figures and approach a final biography about the figure through a series of shorter essays. (HTH)

A collection of plays, stories, and rhymes are offered in this article to help celebrate Halloween. (DF)

Describes an assignment in which students are taught to develop poetry using the ideas and words found in newspaper or magazine stories. Includes model poems. (HTH)

Describes a writing exercise and discussion to help students broaden their concept of what constitutes comedy so that they may better appreciate Moliere's "The Misanthrope." (HTH)

Proposes as a follow-up to an article on controlled composition for basic writers a necessary bridge between strict copying and independent composing. (HTH)

Describes two strategies to help students start writing poetry. The first involves underlining key subject words in poems or replacing them with other subject words. In the second, students record interesting facts about an animal and rearrange them in order of interest. (BC)

Relates the self-determination principles underlying the Outward Bound wilderness program to one teacher's writing instruction objectives. Describes two of the writing assignments resulting from this application. (HTH)

Describes five consulting activities developed over several years association with a business firm in order to show that intensive work for one company can be an interesting option for consultants who want to address a firm's many communication problems and who want to see long-term results. (FL)

Describes writing folders (used to hold children's personal and creative writing efforts for an entire school year) and how they may be used effectively. (FL)

The effectiveness of a self-instructional procedure in improving and maintaining the letter-formation skills of three students (10.4 to 11.7 years old) who were learning disabled and had handwriting deficiencies was investigated. (SW)

Offers suggestions for helping students write effective research papers. (FL)

Suggests assigning students a spontaneous "how-to" paper the first day of class to clarify the need for audience and purpose considerations. (HTH)

Describes a method for encouraging students to develop a reflective/exploratory essay. Students are asked to freewrite or brainstorm on several famous quotations, exploring the disparity between the appearance and the reality. Students then write essays on some of the ideas conveyed by one of the quotes. (HTH)

Describes several activities for generating writing ideas and writing assignments to capitalize on those activities. Assignments include recording the experience, describing a reaction to the experience, or forming a generalization based on the experience or a principle formalized as the result of the activity. (HTH)