Examines some of the basic assumptions of the Bay Area Writing Project and contrasts the model with the institute model developed at the University of Vermont and by the New Hampshire Writing Program. (HOD)

Presents eight objectives developed in the Shoreham-Wading River School District, Shoreham, New York, for the students in the National Writing Project. (JW)

It is impractical, unproductive, and unfair to persist in harsh criticism of spelling errors in French taught as a second language. It is more useful to reflect, with students, on the extremes of orthography in the language with the objective of learning from this exercise. (MSE)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Programs for improving the standard English writing competencies of Black dialect speakers must employ the same methods and attitudes used in teaching Whites if such programs are intended to prepare students to be linguistically competent in society. (Author/MJL)

Discusses the use of video display terminals in a newswriting course when there is not enough equipment to go around, and presents ways to use the terminal to improve students' grammar. (HOD)

This study was conducted to determine what effect rewriting had on student achievement of positive message and negative message business letter-writing skills in a business communication course. It was found that simple rewriting exercises can increase letter-writing skills. (SSH)

Reviews several studies showing that learning to type enhances children's language arts skills. Describes a program that successfully taught typing to elementary school children. (FL)

Illustrates how elementary-secondary teachers often ask students to perform tasks beyond their abilities. Argues that writing teachers should learn what can reasonably be expected at various grade levels; show students how to improve; and focus sequentially on the four stages of writing-- fluidity, versatility, correctness, and style. (AYC)

Recounts how old radio shows were used by one teacher to help students develop listening, speaking, and writing skills. (JL)

Shows how to teach the six writing processes on-the-job writers will need: invention; adaptation for audience, clarification of purpose, organization, control of voice or persona, and polishing. Processes are based on an informal survey of 125 writers in business, industry and government. Provides teaching methods and application. (PD)

This report describes and flowcharts the process of the paper work flow at a hypothetical automotive parts business from the disbursement of funds to the updating of the inventory records, in order to supply business students with a lesson in using the data processor. (CT)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Examples of types of writing activities, including skill-drill, story pieces, scenario writing, and a letter to the editor, for use in secondary world history classes, are presented. A social studies writing model is also included. (RM)