Suggests that the plain English movement should promote only those guidelines that are consistent with the practices of good writers and that those guidelines should be formulated to direct the attention of novice writers to broad contextual factors, not just those that are sentence-based. (DF)

Suggests that the use of visual models in writing technical material can affect the order of the entire writing process and uses a case study to explain how a model is developed, what purposes it serves, and how it affects the writing process. (DF)

Describes the rationale and procedure for using student writing portfolios in lieu of proficiency writing exams to determine student placement at the State University of New York at Stony Brook. (HTH)

Presents a study testing the ability of "trained" and "untrained" undergraduates to perceive stylistic differences in samples of business writing. Concludes that both groups have difficulty identifying tested differences, "trained" students having only a modes advantage. (MS)

New conceptions of reading and writing emphasize the active role of the reader or writer in constructing meaning and the inherently social nature of reading and writing. This suggests that classrooms can be viewed as literate communities using reading and writing to accomplish classroom community goals. (MT)

Note-making is one excellent method for helping students retain important points made by the teacher. Techniques that elementary and secondary social studies teacher can use to teach note-making skills are described. (RM)

Categorizes the editorial changes on the transcripts of the William Haber Oral Biography Project to better understand how to adapt speech facility to writing. Discusses the implications for writing instruction in terms of voice, tense, and audience. (HTH)

Discusses one teacher's method for encouraging young children's literacy developemnt. Offers practical suggestions for involving parents in stimulating their child's early reading and writing skills. (DT)

Identifies seven types of summaries, gives a brief history of each type, reviews the kinds of organizations using each, and comments on the potential continuing role for each. (FL)

Discusses five "rules" of language use that can be broken: (1) don't use contractions in formal writing, (2) every paragraph should have a topic/clincher sentence, (3) never end a sentence with a preposition, (4) Avoid "I" and "you" in formal writing, and (5) never begin a sentence with "and" or "but." (EL)

Describes the variety of meanings given to the word "grammar," and focuses on differences between descriptive and prescriptive uses of the term. Considers the usefulness of grammar instruction, and argues for its inclusion in school curricula. Emphasizes the utility and applicability of grammar within all the social sciences and humanities. (KH)

Students can become competent spellers given a teacher with patience and energy capable of developing an awareness of the way the English writing system works; a good reason for accurate spelling; the willingness to attempt to spell independently; and a multistrategy approach using graphophonics, visual and meaning systems, self-corrective…

Presents a general theory of text processing that delineates the parallel operations in reading and writing. (FL)

A survey on faculty attitudes about their writing at two universities in England and Canada asked about the enjoyment of writing and rewriting, number of drafts written, and attitudes about the importance of enjoying writing. The arts, social sciences, and science faculties are compared and the instructional implications are discussed. (MSE)

The author looks at how today's technology affects basic communication skills. She examines technology versus communication skills, the continuing need for communication skills, who should teach communications, and teaching communication skills effectively (including basic language skills, writing skills, composing the message, dictation skills,…