Describes a thinking/prewriting procedure which can be used to help writers clarify their thinking and increase their ability to express their thoughts orally or in writing. Describes a classroom experience where clustering is used to teach students how to write a persuasive piece and discusses other classroom applications of clustering. (MG)

Discusses a concurrent validity study of an indirect measure of English-as-a-Second-Language writing based on information processing: anagram solving, word reordering, paragraph assembly tests, etc. The criterion measure was a direct, holistic measure of writing. Analysis revealed that the indirect measure did not exhibit concurrent validity for…

Discusses the organization of two basic writing courses around reading and summarizing, following the typical description of summary found in composition texts. Notes that, based on their research, the authors no longer believe that summaries can be completely objective: instead, they believe that summary is an interpretive act and that students…

Shares nine ways to help students develop their journalistic voice. (MG)

Discusses how writers' voices emerge in their writing and how it affects the quality of their writing. (MG)

Investigates whether an English and spelling pretest administered to business communication students helped teachers evaluate the language arts skills or deficiencies of their students. Finds that the test is a good predictor of performance ability in business communication and that the pretest and posttest scores help teachers and students to…

Presents strategies for incorporation into elementary level spelling programs to help students become real-world spellers. The article explains how to make spelling part of the writing process by expanding the word bank, improving proofreading skills, building dictionary skills, and conducting a roundup spelling test to practice new skills. (SM)

Questions whether teaching critical thinking skills is transferable to the task of writing, or whether critical thinking is context dependent. Demonstrates the relevance of this problem to the current composition classroom and calls for further thought, research, and experimentation concerning this issue. (HB)

Considers risk taking as an important skill of accomplished writers. Argues that teachers often fail to notice when their students take risks in their writing. Encourages writing teachers to take such student risks into account to foster risk taking in their students' writing. (HB)

Emphasizes the importance of teachers making a year-long plan of what they want to accomplish during the school year, as well making sure that their classroom schedule allows for large blocks of reading and writing time for the students. (MDM)

Distinguishes three constructions which begin with "it is" (extrapositive, cleft, and inferential). Examines their linguistic characteristics, notes differences in meaning and function between them and their expletiveless counterparts, and explores the uses made of them by writers of fiction and nonfiction. (MG)

Describes the Ten-Schools Program (TSP) in Los Angeles (California). Among the features described are academic goals, staff development, an extended school year, parental involvement, extensive attention to oral and written language, and special counseling services. (EVL)

Examines the close formal relationship between the Renaissance rhetoric of letter-writing and the common law system of "writs." Traces a forensic urge reflected in structural and stylistic preferences of two letter-writing exemplars. Compares the graphic form of instructional aids in both systems to illustrate methods for examining their…

Examines the composing processes of basic writers, examining their tendencies toward writer's block, low-level goals, and writer-based prose. Suggests that basic writers be taught that the purpose of writing is to communicate with other people and that errors, revisions, and general messiness are part of the complicated process. (PAA)

Presents a case addressing ethical issues regarding grading the work of nonnative speakers of English in business communication classes. Lists nine questions to consider. (RS)