Discusses the problem of how best to teach creative writing, including the theory that creative writing teachers should teach critical, analytical reading of already published works. (DF)

Recommends text-building routines for teaching students efficient ways to compose coherent paragraphs and longer documents, including frequently used plans for organizing goal-directed writing, means for highlighting to emphasize some ideas and de-emphasize others, and rule-governed ways to overlap previously mentioned information with new…

Describes assignments that integrate ideas from student journals into expository and deliberate essays. (HOD)

Describes a study in which students in grades 5, 7, 9, 11, and college were taught to play a game, then given the task of writing instructions in how to play it. Shows the growth in students' informative writing skills over the grades. Appendixes contain scoring guidelines, a description of the game, and examples of the instructions. (FL)

Critically examines the process approach to the teaching of writing and cautions teachers to maintain a healthy skepticism about any approach that is used. (HOD)

Describes a writing program conducted by a department of engineering that uses a single-subject approach to student assistance. Discusses the costs and effectiveness of the program. (FL)

Draws from date collected in a study of effective college composition instruction to discover six instructional patterns: (1) the literature approach, (2) the peer workshop approach, (3) the individualized workshop approach, (4) the text-based modes approach, (5) the basic skills approach, and (6) the service course approach. (FL)

Describes a program of the Graduate College at Iowa State University that features an "English examiner" who screens incoming students for writing ability. (FL)

An educator reviews IBM's newest entry into the educational market--a program that promises to teach kindergartners and first graders reading through writing. The program consists of four separate activities through which students are cycled. Brief descriptions of these activities and list of hardware needed are also provided. (JN)

The values of learning to express oneself in writing are noted, major components of writing (psychological factors, content, and craftsmanship) are identified, and approaches to evaluating written language disorders through formal and informal methods are described. Intervention information focuses on hierarchial skills, motivation, content area…

Describes a model inservice program developed and implemented in the Bangor Township (Michigan) elementary schools, which was structured on the process approach to writing instruction. (FL)

Argues that after a decade of intense concentration on the theory and practice of writing, it is now important for literature to reenter the composition classroom and to become part of a course that teaches "language skills" as a continuum. (FL)

Examines studies of literacy instruction in American schools during the past 10 years both in terms of the notions that guide current practice and in terms of recent conceptions of literacy. Concludes that current literacy instruction limits students. Proposes an alternative view of instruction grounded in the concept of instructional scaffolding.…

Focuses on (1) the disparities between reading and writing instructional methodologies, (2) the misconceptions students seem to draw if these disparities are not brought to their attention, and (3) the recursive relationship between written and oral language. Contrasts the relationships between main ideas and details in reading processes with…

Students like to use their own names as the basis of writing projects because of their strong feelings and firsthand experiences with names, the folklore of names, and because they appreciate having their lives brought into the classroom. (CRH)