Discusses similarities between teachers and editors, such as the fact that both editors and teachers have to approach manuscripts with open and attentive minds and respect the integrity of the text. (DF)

Presents arguments against teaching students cursive writing in schools, including the fact that it is more difficult to read than manuscript and more subject to variations of style that interfere with the message. (DF)

Describes a series of writing exercises specifically designed to improve students' comprehension of physics. Students are given a RAFT which defines their role, audience, format, and task. Format for writing essays focuses on key ideas, general ideas, specific cases, and additional insights. (JM)

Urges that the English teacher learn and use in class the formal outline to help students learn thinking skills that will help in composition and in computer programing. (CRH)

Harold Herber's self-paced, self-teaching book, "Teaching Reading in the Content Area," can be used by social studies teachers to develop lessons that help students read, write, and think. A sample U.S. history lesson which uses techniques from Herber's book to help students learn about the Declaration of Independence is presented. (RM)

Advocates modeling as an appropriate approach to teaching composition, provided teachers select models carefully and present them as paradigms of dynamic processes and as hints leading to avenues of discovery. Uses N. Scott Momaday's "The Way to Rainy Mountain" to illustrate how such a model can be used to assist student invention. (RBW)

Presents a variety of journalism classroom techniques, including an editing scavenger hunt, a discovery method for compiling news sources, intense instruction in news technology, criteria for evaluating ad copy, a course combining print and broadcast journalism, use of the Teletext, and teaching ad forms for the new media. (HTH)

Analyzes Flannery O'Connor's early short story "The Crop" and relates its thematic struture and characterization to her later work. (RBW)

Emphasizes the need for "pointing" or structuring the body of the report so that the "recommendations" or "conclusions" logically follow. (EL)

Reviews nine readers for basic writing courses in three categories: reader-rhetoric, readers designed for basic writing classes, and readers adaptable to both freshman composition and basic writing. States that texts should offer prose models and topics for composition as well as offering a selection appropriate to students who have difficulty…

Offers a technique designed to help business communication students write sales letters and letters of application. (FL)

Describes fourth-grade students' experiences during a concentrated research writing project. Shows through a case study how students learned to present objective information through a narrative vehicle. (HTH)

Concludes that mechanics had a greater influence on raters' judgments of student writing than either content or rating instructions. Findings suggest that evaluators may not be able to focus on individual criteria of writing quality. (FL)

Examined the rationale for and uses of electronic mail in the writing class. Indicates that with one computer and a word processing program, an electronic mail system can be set up that will stimulate students' writing and sharpen their communication skills. (JN)

A sociologist and a writing instructor developed a college level human ecology course that stresses problem solving and written communication. The emphasis on thinking and writing skills increased student ability to identify, resolve, and communicate issues in sociology. (Author/RM)