Two essays explore scholarly opinions on the use of the generic pronoun "he" and discuss guidelines for avoiding its use in expository writing. (HTH)

Decries the use of wordy, inflated prose by writers who should know better. (AEA)

When children are taught to appreciate the freedom and power of self-expression, they become motivated to master writing skills. Ways of encouraging creative writing in the classroom are offered. (DF)

The Connecticut Assessment of Educational Progress assesses writing traits using different approaches to diagnose students' skills. These include multiple choice, direct assessment, "revising test," dictation, and note-taking. These measures and scoring guides are used to assess several elements of good writing. (DWH)

Discusses the problems found in the writing of advanced writing students, speculates on why such students often write badly, offers ways to get them to break away from old writing formulas, and suggests techniques for producing improvement in their writing. (FL)

Analyzes the use of transitional markers in 25 published essays. Concludes that while marker usage at times obfuscates rather than clarifies relationships, it can also enhance the writer's authority and provide both writer and reader with a mental respite before they plunge into the next thought. (MM)

Discusses the differences between inauthentic and authentic writing, arguing that most writing in school is inauthentic, because it is written for someone else's intentions. Examples are cited from a classroom with an essentially whole language orientation, but which occasionally reverts to inauthentic writing assignments. (HTH)

Summarizes responses of upper- and middle-management executives about hiring procedures and the writing requirements of management and entry level employees. Includes recommendations for college students preparing to enter the business/industrial world. (HTH)

Proposes that because annual reports emphasize the role of audience in determining their purpose and content, they are effective in helping students understand the importance of audience awareness in business writing. (AEA)

Writing critical reviews forces students to practice the two important forms of discourse that are part of the basics that teachers have been asked to get back to: exposition and argumentation. (Author)

Evaluates an article published in Newsweek magazine called "Why Johnny Can't Write" and its appeal for a return to basic education. Attempts to show that the article is a prejudicial and misleading account of the problem. (Author/RK)

A formula for teaching composition in French is described, in which the student is given a topic and writes a composition following these elements: Who, what, where, when, why, how, give an example, and how do I feel about it. Students thereby gain confidence in writing and speaking. (CHK)

Details the problems involved in accurately evaluating students' skill levels and suggests a program of fundamental literacy rather than a "back to basics" movement. (KS)