Proposes a model for building the self-concept or self-esteem of students through carefully designed writing assignments that emphasize persona. Includes four writing assignments. (RAE)

Suggests techniques from Peter Elbow's book, "Writing with Power," for an advertising copywriting class. Describes in detail an eight-step procedure: warm-up, loop writing, sharing, revision, sharing, revision, editing group sharing, and revision. (MS)

Outlines a series of activities for an integrated thematic unit on cars, engaging students in group projects, individually chosen assignments, and activities based on observation of and immersion in the "car-related" culture. Bases the unit on a progression of cultural learning goals. (MM)

Describes a pre-writing dialogue prompt, a word association activity, and a writing assignment that draw upon students' memories of saying good-bye. (MM)

Discusses how collaborative writing can be a tool for activating students' multiple voices and multiple versions of self and the world within the classroom. Describes three collaborative writing projects in which special education students discussed and wrote about important knowledge that was formed in their own contradictory moments. (MM)

One law teachers's experience in teaching a legal research and writing course in Ireland is discussed. A primary course objective was to raise law students' consciousness of the political aspects of legal research and literature through legal examination of a film categorized as pornographic. (MSE)

Suggests that English teachers use sports metaphors as a different way to communicate with their students about writing. (MS)

Describes a college teaching experience in which active visual analysis (hands-on deconstruction of visual statements to their constituent elements and principles) had an unblocking effect on concomitant writing assignments. Suggests that students can improve both verbal and visual articulateness when modes of perceiving and thinking are used…

Urges the use of claims-based analysis in editorial writing instruction. Explains the use of five hierarchical claim types (factual, definitional, causal, value, and policy) to teach students to analyze and formulate arguments, thus teaching editorial writing by focusing more on the process than on the product. (SR)

Describes five activities for college writing courses: (1) sports as a literary topic; (2) paragraph descriptions of a favorite meal; (3) interdisciplinary team teaching in the humanities; (4) use of "real" letters and memoranda in a technical writing course; and (5) a word-strength chart for a poetry-writing class. (MM)

Describes a second-grade class project in which students wrote a fictional biography in response to several books read aloud to them. Enumerates the 9 steps in the process, and presents selections (chapters 1 and 10) from the book "The Man in the Walnut Shell." (SR)

Describes several types of "paragraph frames" to help teach beginning writing in the content areas. Notes that these frames, employing a modified cloze procedure, help bridge the gap between narrative and expository reading and writing. Provides several student writing samples. (MM)

Describes a process writing approach which encourages students to write about true events, rather than about their favorite television shows. (MM)

Argues against the dismissal of grammar teaching, citing research studies which illustrate how grammar instruction improves writing skills. Asserts that teacher training is the crucial issue in effectively teaching traditional grammar. (MM)

Describes the various stages of instructor-basic writer conferences at a writing laboratory. Stresses the importance of minimizing the teacher's role, and of posing questions as informed readers to stimulate student writing and revision. (MM)