Frequency is the key to achieving flow in good writing. Generating written responses to a variety of tasks on a daily basis instills confidence and competence. Suggested writing techniques include daily journals reflecting individual thinking, paragraph completions based on topic sentences, object descriptions, creation of dialogs, and…

Investigated effects of quality, attributed author sex and organizational position, and rater sex on evaluation of business memos. Alternative questionnaire versions of four memos were rated anonymously by 146 members of a professional personnel association. Analysis of variance yielded a large main effect for memo quality. (Author/JAC)

Proposes "organizational trees" as a means of helping students understand that each sentence in an essay must have purpose and direction. (FL)

A survey of U.S. medical schools to determine the extent and nature of instruction in medical writing is discussed. Of the 101 schools responding, only 15 offered writing courses. Those not offering courses indicated a need but claimed lack of time, interest of those needing instruction, and qualified faculty members. (Author/MSE)

Notes how several long-accepted methods of teaching writing actually retard or prevent development of competence in writing and suggests alternative methods. Student energies should be focused on communicating ideas rather than on displaying formal perfection. (PGD)

Stresses the importance of letter writing as an enriching activity; describes "All About Letters," a resource booklet for teaching students to write letters; and suggests additional activities that can be used to incorporate letter writing skills into composition classes. (JL)

Discusses research and instances of children learning to read and or write in the home without formal instruction, tracing the development of such natural literacy. Argues that literacy is primarily a social process, involving both teaching and learning. (HTH)

Examines the four-category model developed by Andrew Wilkinson at the University of Essex (England) to assess growth in writing maturity. The four measures of development are stylistic, affective, cognitive, and moral. Each has several subcategories. Includes college student essays to illustrate the model. (HTH)

Describes project at Ohio State University in which graduate students wrote an original documentary play to help them understand process by which documents assume a literary nature and as opportunity to link literary studies and current events. (Author/BK)

Outlines a procedure to help students revise their writing. (JL)

Reviews ideas and techniques to help college level psychology teachers teach writing in their courses. The literature on the psychology of writing is examined. Sources providing technical advice on writing are described. Books, texts, and readings on writing for direct use by students are also discussed. (RM)

Indicates that science educators should help students perfect the ability to communicate in technical and scientific areas, focusing on the need for writing skills in science and offering suggestions for skill building. (Author/JN)

Describes a writing exercise in law enforcement report writing--writing a report based on a crime photograph--and discusses 10 writing problems revealed by this exercise. (RL)

"Revision: Who, Why? How?" is a four-part article consisting of a "test" on revision, an explanation of revision tactics, three forms for writing revision, and five sample papers for classroom use. (Author)

Describes the program developed by the Study Skills Center at San Diego State University to help students improve their writing. (FL)