Argues that a theory-based explanation is needed to understand the nature and reasons for students' problems with writing persuasive researched papers. Proposes that teachers nurture creativity by teaching students to see themselves as scholars and to set reading and writing goals for themselves that will allow them to think constructively. (MG)

Discusses the most satisfying part of teaching writing--helping students discover what they have to say and showing them how to say it. Notes that the basic skills of writing (audience awareness, organizing thoughts, and revising) are bigger than the rules of grammar and spelling and do not change from grade to grade. (RS)

Argues that recent teaching strategies geared toward improving student writing through positive reinforcement have resulted in mediocre writing products. Suggests that mechanics be given the same value as content in the evaluation process. (KEH)

Argues that contemporary screenwriters have much to learn from journalism and from theater, especially in the move away from the linearity of the high-concept film to a richer, more complex screen story. Examines the writing skills and techniques of journalist and playwrights in developing both foreground and background stories. (KEH)

Discusses several questions about skill development from an emergent literacy perspective. (MM)

Describes a program which pairs English instructors with instructors from other disciplines to improve student writing by developing writing assignments, grading techniques, and essay testing components. (RAE)

Describes how writing personal newsletters to parents helps students practice and master language arts skills in a meaningful context. Provides a sample information "web" for one of the newsletters. (MM)

Presents teaching tips for (1) selecting research paper topics; (2) introducing short story elements; (3) using annual reports in writing classes; (4) using a multigrade approach to evaluate writing; and (5) improving student paragraphing. (RS)

Interviewing for campus publications is discussed. Ten tips for conducting successful interviews are presented including: bend and grovel if need be to get an interview, sidestep the word interview, always be early for an interview, use a tape recorder, and get anecdotes. (MLW)

A heuristic procedure likened to strategic planning for building college-wide writing programs is described. The management and political issues that arise in building a program are discussed. (Author/MLW)

Refutes the claim that new technical writers are not trained for the "real world" of technical communication. Argues that technical writing students should be taught how to approach a variety of writing tasks. (MM)

Argues that emphasis on process has reduced the amount of time teachers spend teaching basic editing skills. Offers eight suggestions for incorporating instruction in punctuation into a process approach to writing. (MS)

Proposes to improve spelling at the high school level by incorporating it into the writing process, using computers to the best advantage, and fostering the improvement of both critical and creative thinking skills. (MS)

Discusses several ways to evaluate reading and writing skills in a whole language classroom, including evaluation checklists, holistic evaluation of writing, and miscue analysis. Provides a literacy development checklist for reading and writing. (MM)

Presents an assessment rubric that allows teachers to consistently assess children's work over time. The rubric focuses on 3 features of writing (surface features, inner layers, and creativity), within which are 18 specific competencies. The article describes how to use the rubric to assess creative writing. (SM)