Reasons why mathematics teachers should teach writing are discussed. Getting started by including an essay question on a test is proposed and suggestions on giving feedback are noted. (MNS)

Argues against requiring students to prepare formal outlines before writing papers and recommends instead that students prepare the rough, idiosyncratic lists that working writers use before they write. (AEA)

Addresses these questions in terms of the adult learner: (1) what is the relationship between writing and learning? (2) is the decline in writing skills a particular problem for the adult learner? (3) can writing be used as a teaching method to enhance learning? and (4) what are the implications for the adult educator? (JOW)

Written language development of learning disabled (LD) and non-LD students at four age levels (9 through 15) was examined on measures of syntax and vocabulary. Seemingly conflicting evidence on syntactic development may have reflected the nature of the measure used. LD students' writing showed a smaller variety of word types. (CL)

Describes the characteristics of legalese--inflated and obscure legal language--and suggests strategies for helping present and future document designers create understandable prose. (MM)

Describes and gives example of a Picture Pack, an inexpensive, instructor-made, teaching book which will stimulate interest in writing and increase writing skills in foreign language classroom. It consists of a picture and writing activities about it. It is useful for language teachers responsible for different levels of instruction and those…

Stresses the fact that on-the-job training in written communication is a continuous process. Presents a writing curriculum, developed by the Illinois Office of the Auditor General, that offers a planned sequence of learning activities. (PD)

Discusses three factors that should be taken into account before a writer sets out to write an essay: audience, purpose, and personality of the writer. (AEA)

Recommends using imitative methods, including copying, to teach composition students vocabulary, spelling, sentence sense, grammar, fluency, and style. (AEA)

Describes how a teacher incorporated her own experience of interviewing into an assignment that required her students to conduct interviews about the importance of writing skills. (JL)

Describes how to use two-digit numbers to illustrate the four techniques that add emphasis to key points in business communication: positioning, spacing, repeating, and flagging. (AEA)

Presents seven writing exercises designed to (1) convince students they have something to say, (2) produce work that students enjoy writing, (3) demonstrate that good writing does not have to be dull, and (4) help acquaint students with their own ability to use various personnae. (FL)

From the results of two experiments, it would appear that weekly research papers can be assigned in large classes without placing heavy added burdens on the journalism instructor. (HOD)

Recommends a practical analogy for understanding and teaching the communication dimensions of a business report. (AEA)