Examples of activities designed to help improve writing laboratory reports, review papers, and book reports are presented. Assignments stressed more direction through use of board questions that stressed interrelationships between new facts and concepts with previously learned materials. In addition, students discussed and wrote about these…

Teaching about reading and writing should be flip sides of the same coin. Writing reinforces and develops skills traditionally thought of as reading skills. (PP)

Three methods for teaching writing are proving effective in metropolitan Atlanta schools: (1) using small groups to help students diagnose and review their own papers; (2) assigning brief writing exercises and journals to develop fluency; and (3) deriving lessons in grammar and punctuation from students' own papers to improve mastery of standard…

Reports the evaluation of the Right to Write Project, a program of the Burlington City Schools in Burlington, North Carolina. Results indicate that the program, serving 97 teachers and all students in fourth through ninth grades, had a significant effect on students' writing performance and their recognition of correctly written prose. (RH)

Discusses the ingredients of effective legal writing: reading, mechanics, reasoning, and writing. Addresses a general description of each area, the kinds of skills needed in the area, writing problems particular to poorly prepared minority students, and steps that teachers might take to remedy these problems. (CMG)

Examines the differences between writing research conducted in England and that conducted in Canada and North America. Discusses how educators and researchers have used their observations to derive a pedagogy and have done so much too rapidly. (HTH)

Describes the use of teaching approaches of English for special purposes (particularly recognition and rhetorical devices) for teaching reading and writing to native speakers. (HOD)

Discusses what English educators are doing to transform theory into practice. (HOD)

Most composition texts categorize cohesive devices according to function, ignoring their semantic and syntactic restrictions, and giving the idea they can be used interchangeably. More effective strategies are suggested for presenting these links, including methods of teaching both intrasentence connections and the linking of larger units of…

Three approaches to Spanish language instruction for bilingual college students are briefly considered. Opportunities for learning to write in Spanish are examined in light of recent work concerning writing modes and writing instruction. Two textbooks reflecting the comprehensive approach to Spanish language development are analyzed in terms of…

Discusses advantages of computer assisted instruction (CAI) in a community college writing/reading curriculum. Using word processing software, students write reports, themes, and essays on the microcomputer. Other software is used for learning vocabulary, grammar, reading rate and comprehension. Includes problems to avoid to ensure success in CAI…

Points out problems and complications of dealing with plagiarism. Argues that while teaching students to write, teachers should also try to encourage them to commit themselves to intellectual inquiry and originality. (JL)

Examines the effectiveness of role playing as a learning strategy for training English teachers to become writing consultants. (HOD)

Describes how one sixth-grade writing instructor successfully introduced writing conferences into the classroom. Discusses some of the problems encountered, how they were resolved, and the final procedures used for peer and teacher conferences. (HTH)

Describes the current use and potential of the LOGO programing language in a variety of educational situations. (JL)