The use of typewriting as a way to reading and language enrichment on the elementary level is discussed and illustrated through reviews of several studies showing practical uses of the typewriter in the overall language arts program. (MF)

The author lists and discusses nine patterns of errors that students in an inner city secondary English class exhibited during a six week writing skills development session. (Author/RK)

To illustrate the importance of clarity and precision in stating objectives for learning a particular job task, a training consultant provides answers to the previous issue's questionnaire on writing instructional objectives. (MF)

Communication skills are the heart of the business and office curriculum, according to the author, who says that business teachers should help their students gain competence for future careers through practice in the four areas of communication: reading, writing, speaking, and listening. (MF)

Recommends that students be required to write poems in elementary French classes according to prescribed linguistic rules. The recommendation is justified from pedagogical, literary and linguistic perspectives. (MLA)

Presents case studies of four students, each of whose attitudes and skills typifies those of a large group of students, to show how psychological, sociological, historical, and religious factors intersect to create the freshman writing student. (DD)

Describes the findings of a year's study on the status of writing in America, England, and Scotland, concentrating on reasons for the lack of writing and the conditions under which good writing occurs. (DD)

Suggests methods of evaluating compositions which convey to students a positive image of themselves as potentially effective writers. (MKM)

Excerpts of writings, photographs of paintings and accounts of the philosophies expounded by eight-to nine-year-old children during the course of a school year in an English primary school are presented. (CP)

Stresses that effective writing instruction cannot be taught within the confines of a single college or university course but must be a shared commitment and responsibility on the part of the entire faculty. (MH)

Describes a program at the University of Northern Colorado in Greeley which sponsors seminars for university and high school teachers where they can learn how to teach reading and writing skills in the content areas. (MKM)

Describes Youth Communication, a journalistic network in which students--many from inner city schools--assume full responsibility for managing, preparing, and marketing professional-type publications. (KS)

Concludes that scores on impromptu in-class papers can reveal improvement in writing skills after one semester of instruction. (DD)

The author's experiences teaching writing to students in a technical college point to the need for such students to have a general writing course rather than one restricted to technical writing. (MKM)

Four high school teachers from different parts of the U.S. present specific techniques they use in teaching writing to their own students. Particular assignments are discussed briefly. (LBH)