Presents the Wilkinson Scales for writing assessment and shows how one eighth grade student's essay, using the scales, can be evaluated for grammatical and mechanical problems without devaluing the emotion that went into its composition. (JC)

A review of recent classroom research regarding writing processes reveals ways in which contextual factors affect student learning. Teachers should investigate the relationship between teaching and writing development in their own classrooms. (Author/CB)

Presents the American Council on the Teaching of Foreign Language's language proficiency guidelines for Japanese, encompassing speaking, listening, reading, and writing skills for novice, intermediate, and advanced learners. (CB)

Challenges the view that children should learn to write narratives first and shows how teachers can exploit everyday classroom topics to help children develop control of the kinds of factual writing normally used by adults. (MM)

Reports experiences and observations during a visit to a writing workshop where elementary school students were learning how to revise and edit their compositions. (NKA)

Advocates in-class group writing exercises to increase business students' writing skills as an alternative to homework writing assignments that may make a student feel extremely pressured. Also provides excellent practice in revision--one of the most important facets of business writing. (NKA)

Argues that composition instruction based on aims, rather than modes, is better suited to the needs of students, is more realistic, fosters real growth and progress, and encourages transfer of writing skills to writing situations outside the classroom. (EL)

Outlines M. Halliday's theory of language production, which suggests that the form of oral and written language is determined by the context in which language is generated, and shows how it can be used as a basis for curriculum development. (Author/HOD)

Relates, in third-grade students' own words, the rewards and difficulties of creative writing in the classroom. (NKA)

Describes the creation and development of a computer software package called SPIRIT which assists secondary students in all phases of the writing process. (NKA)

Presents a combination review and teaching guide to HOMER, a computer program for writing instruction that analyzes text and has a feedback feature which encourages students to question its revision suggestions. (NKA)

Using Vygotsky's theory of development, explores the significance of storytelling and dramatization activities on the intellectual and emotional development of preschool children. Results indicate that dramatizing of children's stories enhances the storytelling of preschool children and, thus, influences their literacy development. (DST)

Explains how instructors can use a journal assignment to facilitate and monitor student groups without directly participating in them. Shows how students learn how to run groups that succeed. (EL)

Advocates the use of journal writing in reaction to readings to help make reading a more significant part of students' lives. (SRT)

Results suggest that there are no pervasive Catholic-school effects. Public schools had a small advantage in science and civics; Catholic schools had an advantage in reading, vocabulary, mathematics, and writing. All of the effects were very small. On average, the Catholic-school advantage was only about five percent of a standard deviation.…