Views professional writing forms in the context of literary genre theory to reveal important similarities and differences between literary and professional writing. (MG)

Describes French language class simulation activities, based on life inside a Parisian apartment building, that combine oral and written language practice. (MSE)

Findings from a study which compared writing produced by 137 elementary students exposed to different levels of substantive facilitation (teacher-led pre-writing activities) indicate that less substantive facilitation resulted in superior writing, while increased substantive facilitation produced mechanical fill-in-the-blank responses. (IAH)

Surveys members of Professional Secretaries International (PSI) in Cleveland, Ohio, who rated their own and their bosses' business writing skills. Concludes that this survey indicates that technical writing students should be taught how to write criticisms and refusals. Outlines how these skills can be taught in a technical writing course. (MM)

Describes six remedial activities that teachers can use to help their learning-disabled students improve their handwriting. Provides a rationale and a step-by-step example to illustrate how to carry out each activity. (MS)

Presents several high school teachers' suggestions on how to encourage variety in students' sentence patterns. (MM)

Describes a combined process writing approach and extended conference method of writing instruction applied to eighth grade students. Presents the experiences of several students who refused to write at first but soon became proud of their writing after several extended conferences. (RS)

This article examines performance in written English and Chinese in a sample of Singapore students (n=43). The implications of the findings for the Singapore classroom are discussed. (Contains 24 references.) (JL)

Emphasizes the need to integrate math and writing and shows how writing can assist in understanding math concepts or processes. Suggests activities that encourage writing in mathematics, and suggests how to combine math and writing to create such activities. Provides examples of children's literature that can be used as an introduction into math.…

A self-monitoring writing checklist can be used by elementary school students to deliberately take control of their own writing, helping them to improve spelling, syntax, and diction skills. (MDM)

Traces the origins and development of writing centers. States that a reasonably solid history can be seen beginning in the early 1970s and earlier. Provides a definition of the features found in writing labs. Describes a program founded in World War II designed by the Armed Forces to teach officers two years of English in two semesters. (PA)

States that, at first glance, it is difficult to find two writing programs that seem to work better together than Writing across the Curriculum (WAC) and writing centers. Proposes, however, that the nature of the relationship between these two programs be reconsidered because their underlying epistemologies and textual features remain strikingly…

States that, in most writing centers, graduate teaching assistants and undergraduate peer tutors conduct student-centered, one-on-one tutoring sessions. Raises concerns over the orthodoxy of this system in light of personal experiences with WAC workshops. Concludes that alternative tutoring practices are provocative for the writing center, and the…

States that one liberating feature of modern writing centers is the way they oblige individuals to (re)examine conventional definitions. Argues that writing centers contribute to developments in writing pedagogy. Describes the WCCD (Writing Center Conference Diagnostic) test and how it is used in writing centers. Discusses success and failure in…

Describes methods for teaching student writers by bringing in the literary concept of metaphor. Argues that such a method of writing instruction helps students to develop skills of imagination and logical reasoning. Claims that metaphors can help underprepared students control the chaos called the writing process. (HB)