Sets forth methods for helping children of limited ability create poetry. Includes a poem written by a student classified as "dyslexic." (FL)

Planning details are suggested for producing a quality, cost-effective training video. Discusses choosing a video medium, writing the script, and deciding on production facilities. Tips to consider when hiring an outside consultant are also given. (CT)

Presents five business educators' responses to Bowman's article (EJ 309 721), including one writer's view of a computer program designed to teach composition skills. (PD)

Advocates demonstrating writing as a teaching method and compares it to teaching skiing and pottery. (EL)

Compositions of 10 high-knowledge and 10 low-knowledge fourth-grade students taught by either academically-oriented or cognitive developmentally-oriented teachers were analyzed in terms of four types of propositions they contained to assess the relative influence of writers' prior knowledge and teachers' classroom lesson structure on students'…

One approach for encouraging students to develop their sense of audience is for them to record an interview, transcribe it, and then edit the written form for different audiences and rhetorical purposes. (HOD)

Argues that James Moffett's influential model of a young writer's development is flawed, because it depicts beginning writers as being far more limited than they are. (HTH)

Seven well-known people describe their early experiences with books and reading and tell how they became avid readers. (MD)

Examines the negative consequences of using pedagogical grammars of English dominated by theoretical models which affect English as a second language composition. Limitations of these "models" include: lack of broad vocabulary, semantically "empty" verbs, and an emphasis on the use of awkward grammatical structures, which are regarded as more…

States that language arts teachers should be agents for personal growth and development. Suggests using an extensive poetry project as as avenue to personal transformation. (EL)

Proposes that universities should offer courses in developmental reading and writing to make this generation of students more effective and efficient processors of information. (EL)

Suggests how a teacher of writing can cover curriculum and organize content to provide an environment in which children can create personal meaning through writing by using two common methods: webbing, which integrates content by theme, and the separation of content into time blocks. (EL)

Presents an example of student's bad poetry and suggests ways in which a teacher may encourage a student to develop his or her writing poetry skills. (DF)

The author shares her insights about the principles and knowledge of the writing system that children discover, develop, and learn to control. She categorizes these principles as functional principles, linguistic principles, and relational principles. (CT)

Argues that advertising copywriting did not suddenly appear in its entirety, that it came from literature, and that it has a great deal in common with literature and with the writing of Hemingway in particular. (FL)