Describes three areas in which speech and writing diverge sharply and urges teachers to free remedial students from the constraints of their spoken language. (DD)

Provides a sequence of assignments, and the theory upon which they are based, for composition courses that include film. Includes ordering information and an abstract for the film "Silent Snow, Secret Snow," upon which the assignments are based. (TJ)

Suggests a method for teaching the writing of persuasive letters in a context that seems relevant and significant to students. (TJ)

Contends that the basic reason for functional illiteracy is that as children, individuals did not develop the ability to meet the challenges required for reading and writing and that children can develop the ability to meet these challenges by having parents read to them at an early age. (FL)

Advocates getting students to adopt a questioning approach to all writing, concentrating on writing effectiveness. Suggests some assignments that should develop such critical thinking skills. (RL)

Encourages teachers to view children's writing positively, to see errors not as deficiencies but as signs of growth. (DD)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

The authors favor keeping technical writing instruction in the hands of engineering faculty. (Author/BB)

Considers ways to use creative dramatics to develop competence in speaking, listening, and--by extension--writing. (DD)

Analyzes the ways several women have written persuasive discourse and identifies a female rhetorical mode involving indirection, open-endedness, additive attention to small details, restraint, and noncombativeness. (DD)

Describes a study which found that generative rhetoric instruction produced a quantitative and qualitative increase in college students' syntactic maturity. (DD)

Findings indicate some evidence of the adult basic writer's reliance on the oral repertoire when communicating in the written mode. (DD)

Provides suggestions and guidelines for creative writing activities. (MKM)

Describes a three-step reasoning process, Toulmin logic, which can be used in teaching writing. (MKM)

Shows how a teacher can use advertisements to help students discover how an argument works, how an audience is convinced, and how to use rhetorical processes. (TJ)