Notes that technical writing in industry includes instruction manuals, proposals, reports, and brochures and requires quality, quantity, and teamwork. (MKM)

Sixth-, seventh-, and eighth-grade remedial reading pupils who received training in the transposition of dictionary definitions into meaningful sentences scored significantly higher on tests of word meanings and sentence composition than did subjects who received no such training or those who practiced transposition but received no training. (MJB)

Notes that the changes mentioned produce a confrontation of story, personality, and blank page. Students must fill the page with information about the story, but not before they have gained the confidence that comes with knowing the story well and verifying its worth experientially. (Author/AM)

An inside expert explains the principles of good grantsmanship and notes that, though writing a proper proposal is not easy, it's the kind of paperwork that pays off. (Editor)

Describes a language-arts assignment for a group of 7th and 8th grade students. Its intent was to impress the inter-relatedness of the separate language-arts skills upon students and to inspire them to produce a colorful and purposeful presentation of their writing ability. (Author/RK)

Describes a project which involved sixth graders in the writing and distribution of fiction and nonfiction books. (DD)

Describes the experience of one teacher that led to his being hired by the English Department of the University of Michigan at Ann Arbor; the curriculum at the University for teaching communication skills to engineers is briefly outlined. (KS)

Argues that in the real business world, there are important considerations in writing besides clarity, precision, and grace--the value of vagueness and the art of memo-writing are discussed. (KS)

Describes exposes of corporate irresponsibility that can be adapted to provide specific writing situations for applying good news, bad news, and persuasive techniques to both internal and external communication. (KS)

Discusses the pattern practice method (having students supply words for incomplete sentences) for remedial composition classes to get students to add specific details and descriptions in their writing. (MB)

Suggests where the traditional marking and grading procedures used in freshman composition classes fall short and offers specific means for improving these procedures and the quality of the teaching and learning. (MB)

Discusses various aspects of language--written and spoken--and concludes that departments of English have not yet met their responsibilities concerning the teaching of writing. (JM)

Discusses the goals and content of a proposed workshop in "newsroom resources" at Northeast Louisiana University. (KS)

Describes a 10-category criteria checklist that identifies skills journalism students have to improve and that emphasizes stylistic details in the context of the larger elements of magazine writing. Includes a copy of the checklist. (FL)

Describes a computerized grading system used in a journalism writing laboratory. (FL)