Examines the elements of poetry that contribute to making a piece of writing a poem--sound values, rhythm, form, meaning--in an attempt to show teachers the larger view of poetry instruction, one that avoids the errors of the analytical approach and takes into consideration a total experience of poetry. (RL)

Describes a reading/writing program that allowed second grade students who were poor readers to invent their own spellings for words as they wrote. Concludes that the program led students to write more, request more help with spelling, and feel better about their writing. (FL)

Considers the reasons for making the rhetorical choices that constitute a writer's "voice." Examines teaching models that help students learn how to influence meaning through the rhetorical choices they make. (RL)

Reports on writing research about revision. Notes the implications of this writing research for classroom applications. (RL)

Presents initial findings of three years of research with six families in which the children were considered by their parents to be successfully learning to read and write. Suggests that multigenerational family literacy patterns mediated by personal experiences are important to the development of a child's reading and writing skills. (FL)

Provides observations about the errors that beginning journalists make. Offers suggestions for helping beginning journalists to improve their writing skills. (RL)

Describes the program whereby journalism students at the University of Florida cover community events for the "Gainesville Sun." Notes that the program has prompted students to be more accurate in their reporting. (HOD)

A study which compared the composition approach of typewriting instruction with the traditional approach found no significant difference in typewriting speed after one year of instruction. Students trained with the composition approach showed significantly fewer errors on straight-line timings. (LRA)

Focuses on structured interpersonal communication (group-writing assignments) as a way of increasing student achievement of business-writing skills. Studies the effect of the length of class period on student achievement when structured interpersonal communication activities are used. (CT)

Reviews research findings on the development of writing skills in young children and identifies some implications for the classroom teacher. (Author/MP)

Lists the assumptions shared by members of the business world and by scholars in the humanities, describes the business climate of the 1980s, and discusses the skills needed by humanities graduates to compete for jobs in business. (AEA)

Reviews research on sentence combining. Notes some of the specific problems of using sentence combining and points out the particular values that make it an instructional device both for the teacher and for the student. (RL)

Writing samples for a pre-med biology class by ESL and native-speaking students are analyzed to investigate the nature of rhetorical connectedness and where the quality actually resides. It is argued that a text grammar should show such connections as predications of a special type. (Author/AMH)

Reports on a classroom study of technical writing students' sex role biases in relation to their abilities to empathize effectively and to be aware of an audience in specific, concrete terms. (RL)

Three journalism educators suggest cultural reporting (reporting as literature) as an alternative approach to teaching journalistic writing, one that might please both the research-minded and the practice-minded factions of journalism education. (RL)