A classification of students according to their written explanations as to why they enrolled in an English class on writing research reports. (RL)

Examines the criteria that make stories newsworthy and the different kinds of coverage that these criteria warrant. Notes the fluid rather than fixed nature of news coverage, the importance of audience awareness, and the continued value of the inverted pyramid newswriting style. (RL)

Offers an appreciative assessment of the scholarship and value of Mina Shaughnessy's "Errors and Expectations." (RL)

Since hundreds of requests for grants appear at the offices of American foundations, a proposal that wastes an opportunity by making a poor case cannot be tolerated. Suggestions are given for beginning the grant-writing, drafting the proposal, and avoiding certain problem approaches. (Author/MSE)

Differentiates the two concepts of cohesion and coherence. Points out the differences between highly-rated and lower-rated essays by the techniques the writers used to achieve cohesion. Offers references on text linguistics and on European writings about discourse. (RL)

Discusses a survey of personnel officers that was designed to help perspective employees present themselves in the best possible way. The survey yielded data about the initial contact by job seekers, job application letters, and resumes. A copy of the survey instrument is included. (FL)

Describes a teaching method that requires the business communications instructor to act as a supervisor in a "real" work situation would in evaluating student writing. (FL)

The dimensions of the "literacy crisis" go beyond why students can't write to why their parents, teachers, and community leaders can't communicate. Solutions to the problem require complete reevaluation of the relationships between writing and the individual. (MSE)

Notes how the use of controlled composition techniques in English-as-a-second-language classes can be adapted to help basic writers in remedial writing classes. (RL)

Writing samples were analyzed for syntactic maturity, productivity and word selection; for conventions such as tense and number markers and number agreement; and for spelling, punctuation, and capitalization. Only spelling performance proved significantly different in favor of low achievers. (Author)

Uses Papua New Guinea students at the University of Technology to show the problem of shifting from oral to written forms in third world ESL countries. Gives examples of informal use of written English using too much slang contrasted with overly formal English. (BK)

Presents two writing exercises for use by students working in small groups. Argues that such exercises relieve the loneliness of writing, as well as the anxiety that often accompanies it. (FL)

Offers an activity for use in helping students become aware of the importance of voice in writing and reading. (FL)

Describes two experiments designed to test the effects of self-management strategies on journal writing by beginning college writers. (HOD)

Describes the planning and preparation involved in an authors' week, where authors of children's books took part in school discussion groups. (MKM)