The general purpose of this study is to provide preliminary evaluation and descriptive data of the remedial non-credit English course E-101 at Stout State University. Another purpose was to ascertain the number of students who passed E-101 and, subsequently, E-102A (regular Freshman English Composition) and E-102B. Six hypotheses related to the…

Increasing interest of college students in scriptwriting suggests a need for more professional writing programs. Such programs should be directed by faculty members with experience in both writing and teaching. Writing format and techniques are two major emphases. Students can learn the proper format from accessible scripts, techniques from…

Illustrates how writing exercises involving epitaphs may be used to teach brevity, restraint, and lucidity. (DD)

Humorous statement that the ability to write suffocatingly fuzzy prose is really the art of camouflage, and, at times, can be helpful to school administrators. (Author/MLF)

Suggests ten generalizations about the process of writing which may be of value to college students. (DD)

Outlines a nine-step process for revision of students' writing. (DD)

Describes a study which showed that rewriting had no significant value in improving students' composition skills. (DD)

Describes the methods a scientist employs in his scientific writing. (DD)

Teachers' proscriptions and pet peeves contribute to artificiality in students' writing. (DD)

This article contains six guidelines for educators who want to break into print via educational journals. (DS)

Uses 24 examples to demonstrate that a comprehensive generative stylistics can provide an interlocking method for describing and teaching writing strategies. (DD)

Spelling and grammar are necessary but practice at writing is essential if students are to learn to write. (IRT)

Argues that composition teachers should accept as little blame as possible for students' errors in using the apostrophe, that a large chunk of the blame should be assigned to workbooks with oversimple rules, and that basic writers have more important things to worry about. (RS)

In this study, 219 students in two-year colleges were given two writing tests and a transcription test from 50-words-per-minute dictation recording. The results reveal that the number of errors made by beginning Gregg shorthand students is inversely related to the linguistic ability reflected in their writing. (JOW)

A ten-day plan for letting students create their own choose-a-plot books is given. Students develop skills in creating plot structures, coming up with logical story lines, and inventing striking characters. Instructions for adapting the plan to word processing programs are given. (MT)