Discusses why writers write, and cites caring about the response to writing as the key to development. Urges teachers to be sensitive to the social nature of writing and to the vulnerability of writers, and to demonstrate and encourage writing for fun, enjoyment, and power. (MM)

Summarizes results of a survey of 309 students concerning their plagiarism while in high school. Reports data about how many teachers recommended copying, how many required crediting sources, whether students understood about plagiarism, and the relationship between understanding and copying. Recommends action based on survey results. (EL)

Sixteen vocabulary and self-expression exercises on the word, sentence, and paragraph levels designed to encourage creativity and free expression in writing in French as a second language are described. (MSE)

Guidelines that should be followed in reporting quantitative research are given. Common errors made in reporting research are discussed, along with specific suggestions on how to avoid the errors. (Author)

Summarizes a study that concluded beginning college freshmen with high school publications experience are better writers and are more likely to major in a communication-related field than those who were not on newspaper or yearbook staffs. (SRT)

Suggests using abstract writing to introduce students to various elements of technical writing such as organization, stylistic choice, and revision. Provides examples of students' condensations and summarizes the benefits of teaching abstract writing. (SRT)

Little effort has been made to combine the "writing-to-oneself" process with an exercise in creative thinking as an effective way to teach any subject or to learn a given subject. A program to combine writing and a creativity exercise to foster learning for students studying basic economics is described. (MLW)

Using a random sample of 493 persuasive papers written by 17-year-olds during the 1978-79 National Assessment of Educational Progress writing evaluation, a study investigated the relationships among features of textual cohesion and primary trait assessments of writing quality and coherence, with manuscript length held statistically constant. (HOD)

The study examines the writing of college freshmen on expository, argumentative, and speculative tasks by means of the Crediton cognitive model in order to describe how and why they evoke the range of responses they do, and why particular cognitive strategies are drawn on. Conclusions are presented and discussed. (Author/CT)

Describes an assignment for students in content-based classes for English as a second language in which they read, listen, discuss, and write about a current topic in the business world. (DF)

Relates Victorian attitudes toward education by a forgotten 19th century liberal educator concerned with proper moral education. Concludes that uses and development of basic literacy are severely bound by individual and social contexts and that basic literacy does not, in itself, wield a magical transforming power for learning and life. (TRS)

Maintains that the unfettered process approach to writing instruction has been just as artificial as the traditional skill training approach and that students need structure, models to practice from, and improvement of mechanical skills, as well as time to think through their ideas, to revise them, and to write for real audiences. (EL)

Describes a strategy in which students complete 12 types of reports during a chemistry course. The goal is to improve their ability to communicate effectively in a variety of styles without sacrificing the traditional goals of imparting an understanding of experimental chemistry and an ability to critically analyze experiments/results. (JN)

Advocates that rhetoricians pay attention to one of the most important factors affecting the overall structure of any composition--the outside limits--and that they practice what they preach. (EL)

Shows how students can benefit from expressing their emotional responses to literature in writing. (EL)