Describes a highly structured six-week teaching unit. Utilizing a variation of criterion grading, it is aimed at quickly producing dramatic improvement in writing skills, with a substantial saving in the amount of time and effort required of the teacher. The program has been tested with college freshmen. (Author/SJL)

A survey of 425 high school journalism students indicated that these students considered journalism education as an opportunity for learning to improve their writing. These results indicate that journalism education should be taken more seriously as a necessary part of the high school English curriculum. (RL)

Interviews with 25 people whose jobs require varying amounts of writing (and writing skill) provide at least beginning support for much of the research in composing, especially about the importance of purpose, audience, and the reliability of writing process models. (RL)

Notes the differences between poetry and technical communication. Charges English teacher/humanists with confusing students about emotional writing, style, and effective technical communication. Offers five concepts that technical writing teachers can use to place "style" on a rational basis and to make students understand the true purposes of…

Argues that writing teachers must assist students to be more sensitive to the finer points of writing and to the power of language to move and persuade. (HOD)

Explains a four-stage formula that teachers at all levels may use to give students a flexible, practical, and relatively foolproof procedure for generating a literary thesis and its support. (RL)

Examines three standardized college composition tests in terms of the context of the assignment and the impact of social influences and the testing situation. Stresses inadequacies inherent to standardized composition testing. (HTH)

Outlines a method for teaching writing encourages self-improvement while downplaying competition. The instrument is a scoring grid which classifies and tabulates errors, then assigns values in each of several pertinent categories, based on the student's performance in that category relative to his classmates. Individual and group evaluation is…

The passive abilities of reading and writing are often more highly developed than the active skills. They can be used to develop the active skills through a technique which uses a reading passage as a basis for an exercise in the framing of oral questions. A description of the method is given. (Author/PJM)

Suggests using paragraph frames or models for helping poor readers recognize and write basic patterns of organization such as listing, time order, cause-effect, comparison-contrast, and character analysis. (MKM)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)

Discusses how to write a research journal article through a review in three sections: (1) preparing to write, (2) preparing the contents, and (3) evaluating the article. Suggests important questions to be asked when critiquing educational research. Explains the decision-making process used to decide what articles are published. (LRA)

Extensive practice in evaluation through each writing stage, from prewriting to final draft, helps students to sharpen their skills as critics of others' writing, guides them as they revise their compositions, and demonstrates to them that evaluating their writing is essentially their job and not their teacher's. (RL)

Isolates a dozen problems with diction and sentence structure that comprise the "gobbledygook syndrome." (RL)

Tells how one teacher provides English instruction by simulating an atmosphere of medical internships and consultation. Notes the benefits of such a classroom game. (RL)