Offers suggestions, gleaned from editors of 14 reading and language arts journals, on how teachers may get their materials published. (FL)

Explains what writers mean when they talk about (1) writing as exploration, (2) being "honest" when writing, (3) "showing" instead of "telling," (4) the writer's "voice," and (5) the intensely personal experience that writing affords. (RL)

Good writing skills will help executives to get a job, to gain promotions, to help others get hired or promoted, and to produce letters and memoranda. Executives should practice writing, take courses requiring essays, study good writers, record errors, set writing routines, and keep their writing structured. (RW)

Presents dictionary definitions of "plagiarizing" and "copyright" and discusses the difference between plagiarizing and paraphrasing, giving illustrations of each. (TJ)

Offers tips to business communication teachers on how to write for money. Tips include: (1) Begin by writing for free, (2) use business contacts, (3) vary approaches to writing, and (4) write about personal experiences. (FL)

A scientist explains the processes he uses to draft and redraft articles for scientific journals. (RL)

Argues that many of the points taught in college English composition classes can be contrary to good business writing, particulary the "college impersonal tone," grammatical correctness, and adequate development and support of ideas. (FL)

Offers guidelines for writing letters that say "no," including: (1) Whenever possible, be indirect rather than direct; (2) cushion bad news with a positive or neutral opening; and (3) talk directly to the reader by using personal pronouns and terms the reader will recognize. (FL)

A reader of the College Board English Composition Test gives his impressions of the concerns and writing skills of high school students. (IRT)

Recommendations for effective writing are presented: (1) Identify the purposes of your message; (2) keep your reader in mind--interests, needs, goals, and personality; (3) assess information required to reach your objective; (4) consider the most effective order of presentation; (5) proofread and revise; and (6) practice to become perfect. (CT)

Discusses the life, works, and philosophy of a major "new journalist" writer. (FL)

Describes how to conduct timed writing exercises which extend into proofreading, correcting, and paragraphing exercises. (RH)

Gives suggestions to operating room nurses on how to write for publication. (MKM)

Discusses needed writing skills of reporters, suggesting that there is much to be learned from past writers. (HOD)

Notes that guidelines for the curriculum in English published by the National Council of Teachers of English and the International Reading Association have been criticized by a number of publications. Proposes a new guideline--for writing to convey factual information only. (PA)