Argues that writing teachers need to encourage profuseness as well as concision, to teach not just brevity but also loquacity, to help students repeat inventively. Notes that the stylistic values implicit in writing theories, pedagogy, and culture so overwhelmingly favor conciseness that elaboration gets lost in the learning process. Presents…

A recent study suggests that high-density lipoprotein cholesterol (HDL-C) level may be a better predictor of heart disease than total cholesterol level. Even moderate amounts of aerobic exercise can raise the level of HDL-C and lower the risk of coronary artery disease. (SM)

Stresses the importance of using imagery when having beginning writers write poetry. Discusses additional techniques of stressing the unusual, continuation words, the five senses, and repetition of a word or phrase. (MG)

Describes Sustained Silent Reading and Writing (SSRW), in which students write nonstop for five minutes about that day's silent reading. Notes that students using this strategy begin to use metacognitive strategies to increase their comprehension and make evaluative comments on what they read. (RS)

To achieve physical fitness, exercise must become part of one's daily routine. Group exercise programs can increase motivation and compliance with long-term exercise habits. Planning involves: assessing current level of fitness; setting long- and short-term goals; and choosing appropriate methods to achieve and measure goals. (MLW)

Provides physicians with the signs, symptoms, and management of heel/sole pain in recreational runners (usually due to plantar fasciitis, Achilles tendinitis, and calcaneal stress fractures). Remedies involve palliative treatment of symptoms, correction of underlying biomechanical problems, and flexibility exercises. (SM)

Outlines a series of activities using story writing to teach first grade students about story structure. (MM)

Describes how creating "mythical machines" can develop students' technical writing skills. Describes how students work in groups to produce documents for various purposes related to their machine. (MM)

Describes several assignments and activities that focus on writing for "real-world" purposes, including writing to pen pals, government agencies, and for children or the elderly. (MM)

Discusses "crazy world" stories, stories that are dramatic, usually violent, and contain no clues to the motivations of the people involved. Suggests how these stories can be used in the classroom to discuss the motives that news stories ascribe to actors. (MS)

Proposes that freshman writing instructors incorporate the form of writing practiced by the social sciences. Notes that this form constructs an intellectual bridge that leads from a limited "I"-oriented perspective to the academic discourse community. Gives three examples of writing strategies adapted from the social sciences. (RS)

Writing strategies encourage beginning writers to collect, explore, and focus ideas. This paper presents a rationale for fusing the word processor with the writing process and offers a series of pre-writing strategies, such as brainstorming, clustering and chunk writing, to help learning-disabled writers begin writing. (Author/PB)

The assignment of frequent, short, specific writing tasks related to reading assignments encourages active reading of the text, does not overwhelm poorer readers, and teaches important lessons about proof, quotation, and economy in writing. (MSE)

Beginning at an early age, children need a variety of regular activities focusing on health-related fitness and motor skills development presented in a funfilled environment. Such activity helps them to move more efficiently, use objects, establish healthy exercise habits, and develop essential motor skills. (CB)

Describes several activities using postcards as writing prompts at all classroom levels. (MM)