Argues for the use of dialogue writing as an aid in the teaching of composition. Notes among its advantages its potential for addressing a number of specific writing problems rarely eliminated by drill work or class lectures. (FL)

Suggests using the game "Twenty Questions" to teach the basic processes of classifying, sequencing, and questioning that are fundamental to heuristic procedures. (TJ)

Summarizes a series of four class sessions in which students write and rewrite an analysis of advertisements together. (TJ)

Explains an exercise in which logical relationships are isolated in order to help students discover how to choose their material for paragraphs. (TJ)

Discusses the necessary first steps in preparing in-service business communication programs. (RL)

Lists and discusses 17 "do" and 8 "don't" guidelines for educators and trainers to consider when designing data collection questionnaires. (MF)

Presents a public service advertisement by the International Paper Company on how to write a business letter and discusses the ad campaign to improve students' literacy. (DD)

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Urges writing teachers to encourage revision and peer reading of drafts of papers so that students will know the processes writers go through to meet the requirements of the strangers who read what they write. (DD)

Creative writing should be a spontaneous experience in which primary-age children are free to express their ideas in their own unique ways, unhampered by having to conform to "correct" standards. (NQ)

Impromtu pre- and post-test essays by 302 students randomly selected from over 80 sections of a first-semester freshman composition course revealed significant improvement. (DD)

Too many students prefer "objective" tests to essay tests because they mistakenly believe writing is isolated from the learning process. (DD)

Comments on 29 books and articles published in 1977-78 which may be of interest to teachers of composition. (DD)

Reports that students who were provided between-draft teacher evaluation showed a greater degree of change, higher fluency, and greater differences in support of ideas on final drafts than students employing guided self-evaluation forms and students receiving no evaluation. (DD)

The third article in a series describing a study of the development of a third grader's approach to revision in writing. (DD)