Discusses evidence that children's drawings and sketches are a part of their writing process and that stress on speaking and writing is superior to stress on reading and listening in sponsoring verbal growth. (DD)

Suggests 22 uses for the newspaper in the language arts classroom. (DD)

Suggests using required letters to newspaper editors as a test of students' ability and progress. (KS)

Contrasts the need for more extensive and effective composition programs with faculty training almost exclusively focused on literature. (AA)

Describes a program in testing and instruction in written composition, developed at Chicago State University. (AA)

Written summarization skills were successfully taught to deaf elementary students via an instructional method which emphasized six elements of story structure (setting, initiating event, internal response, action, consequence, and reaction). (JC)

Seeks to clarify the concept of writing-across-the curriculum by presenting the rationale and the theoretical basis behind it. Provides evidence of the merits of such programs, discusses opposition against them, and examines research efforts which seem to demonstrate positive attributes of such programs. (SR)

Argues that the kinds of problems Harvard "basic writers" have are different in degree, but not in kind, from problems of less accomplished student writers elsewhere, from problems all student writers have from time to time, and from the problems experienced adult writers confront in unfamiliar or difficult writing situations. (RS)

Profiles the life and achievements of Marion Richardson, who is credited with developing the child art movement, and inventing Writing and Writing Patterns. The article also traces Richardson's neglected contribution to art education. (BSR)

Graduate business students wrote one-page reports one week and presented similar reports orally the next. The errors and needed improvements were quantified, and it was found that a significantly greater number of vague and incorrect usages appeared in the oral presentations. (JOW)

Describes a method of writing about literature in which "major detail sentences" (sentences which make generalizations about the point of the paragraph) help students combine their observations and the facts of the story into an analytical form. (MM)

Evaluates New Mexico State University's remedial writing program for beginning journalism students. Reports that students may benefit from the program. (MM)

Describes two studies that investigated the editing strategies used by college basic writing students as they corrected sentence-level errors in controlled editing tasks. Indicates that, in both studies, students showed two clearly different editing strategies: a consulting strategy and an intuiting strategy. (JD)

Offers a reference report assignment as a final task instead of an exam in a business and technical writing course. Notes that the purpose of the report is not to research but to organize and synthesize the information learned over the semester. (JC)

Offers a new theory of explanatory discourse intended to guide analysis of and stimulate improvement in explanations designed for the mass audience. Identifies research literature relevant to improving the quality of written explanations, organizes findings on effectiveness that resolve controversies in the literature, and suggests principles for…