Describes and suggests treatment for different writing "diseases" common to elementary school students. (SB)

Students can write well but they must proceed step by step. Instruction must lead to mastery of each step and knowledge must be made to accumulate until students can juggle rules and standards as they write. (Author)

Discusses five steps to help pare and improve the writing training program's proposals, letters, memos, and course brochures: consider the audience, anticipate special problems, outline the message functionally, develop the first draft, and edit for clarity, content, conciseness, style, and grammar. (JOW)

Offers some sound advice on how the dedicated, disciplined, and determined counselor can write for publication. (Author)

Describes the dynamics of successful screenwriting. (KS)

Provides a set of criteria for acceptable use of the comma splice. (DD)

Do's and don'ts for teachers who encourage children to write letters requesting information are given. (DB)

The problems involved with teaching children how to write are presented. The author points out that the child must be taught different types of writing. (MS)

Four methods of teaching composition presented are: stress usage, rhetoric, models and the imaginative-creative approach. (AF)

Equates good" written communication with the short paragraphs, small words, and little sentences" produced by advertising copywriters. (RD)