Argues for a distinction between fluency and automaticity of procedures in writing. Presents empirical results that suggest a prominent difference between skilled and less skilled writing is the extent of metacognitive control over writing subprocesses. (MS)

Shows that reading and writing are closely related. Suggests techniques for integrating these studies in the classroom by writing on open and closed topics, such as readers writing ghost chapters, constructing possible worlds, keeping a reader-response journal, and students teaching punctuation, grammar, and syntax to each other. (RAE)

Evaluates several voice synthesis programs for emergent readers which can be used to help make the transition from listening and speaking to reading and writing. (MM)

Presents annotated references to 41 classic examples of science writing and suggests ways many of them can be used in the classroom. (JK)

Contends that students' negative attitudes toward poetry can be modified by using writing as a prereading strategy and by using writing during the process of reading. (MS)

Suggests that teachers attempt to have children write poetry that deals with the senses. Develops lessons to demonstrate to students their own potential for writing poetry. (MS)

Suggests that if students are to become comfortable enough with poetry to freely write about it, they must first discover the poetry in themselves. Offers a composition-poetry method that allows students to experience poetry, analyze their writing processes, and synthesize all the information gained from doing and analyzing. (MS)

Argues that effective responses to students' papers must have a clear sense of audience, must be sensitive to the writer's subject and rhetorical aims, and must consider the effect of the context on the writer. (MS)

Describes two techniques that use poetry written by foreign language students to help them gain a greater understanding of poetry. The first technique elicits students' reactions to their own poetry, while the second approach uses students' poetry to teach about poetry. (CB)

Describes a system of editing compositions on an IBM PC that allows students to see how to correct their mistakes. Gives directions for formatting two columns--one for text and one for corrections. (Author/LMO)

Describes a feature writing course at the University of Texas which concentrates on Hispanic themes and issues by assigning students to cover the Latino community in Austin, Texas. Notes that the course not only teaches students to examine unfamiliar locations, but also introduces them to the newsworthiness of minority populations. (MM)

Suggests that composition courses can strengthen ties between reading literature and writing about it. Shows how writing assignments that originate in readings of literary texts encourage students'"writerliness." Provides a sample satiric sketch assignment sheet. (MM)

Describes an honors composition course for the two-year college, including the student selection process, rationale for the course, operational strategies, and course and instructor evaluations. (ARH)

Evaluates the use of meditation as a basis for a descriptive writing assignment in advanced composition. (MS)

Surveys the extent and range of graduate writing courses nationwide and the rationale for offering them, as described by deans and faculty. Concludes that attention should be paid to the need for graduate composition courses and the attendant need for cross-disciplinary interest in the teaching of such courses. (MS)