Describes a taxonomy for analyzing written revision. Reports two studies that used this taxonomy and discusses the implications of these investigations. (RL)

Examines cliches, vogue words, redundancies, ungrammatical constructions and lapses in style occurring in various Canadian newspapers. (HTH)

Reviews nine recent texts, supplements, kits and professional references for secondary-level composition instruction. (SJL)

Relates the findings of a four-month study of spelling errors made by a high school newspaper staff. Presents a copy of a test used to determine students' spelling ability. (FL)

Presents suggestions for teachers to help writing students understand when and when not to revise their writing. (HTH)

Describes a Street Law course in a Washington, DC, vocational school. It is designed to give students a layman's familiarity with the legal system. Enthusiasm is so high it motivates the students to work on their basic reading and writing skills so they can actively participate in the class. (JOW)

Demonstrates a model business-report format that can be used in business classes other than business report writing. (RL)

Presents an overview of research findings concerning children's storytelling and then considers a number of issues that need to be addressed, including the importance of children's expectations about what a story is and whether this "sense of story" is important in learning to read. (FL)

The article introduces an ongoing process of evaluating the reading and writing of gifted students. The assessment tool presented enables the teacher to determine the specific functional level for each aspect of literacy of the gifted child. A model of goal setting and educational planning for all advanced readers is offered. (DLS)

The "Test of Everyday Writing Skills" is used to successfully identify third-year college students with poor writing ability as part of a college-screening program. (JMF)

Describes how changing a tire while students observe and take notes can be used as one way of teaching the description of a process. (TJ)

Laments the trend toward the simplistic and plain styles of writing. Offers English teachers reasons for endorsing elegance as an alternative to stark plainness. (RL)

Describes a team teaching approach to teaching writing across the curriculum. (RL)

The "30-Line Test," 30 lines of prose that must be proofread to determine whether they are mechanically correct, has proved to be a successful method for increasing skills awareness without seriously interrupting the flow of literature or humanities content in a class. (Author/IRT)

Examines the writing of Pliny the Younger as representative of rhetorical theory and practice in the period between Quintilian and Fronto. Points out that Pliny's ideas on speech preparation, invention and arrangement, style, and delivery give answers to some of the timeless questions of rhetoric. (PD)