Results of a study which tested the effect of four instructional strategies on students' (N=138) writing indicate that the most effective instructional strategy for informational writing was presentation of model pieces of writing, followed by free writing. (IAH)

Discusses how examination of the assessment criteria in a basic writing program prompted fruitful, continuing program evaluation and change. Reports that the assessment study validated efforts to deemphasize grammar and spelling instruction in basic writing courses. (MM)

Maintains that the five-paragraph essay formula confuses and alienates students and undermines the basic goals of writing instruction. Advocates developing a repertoire of alternatives for teaching form. Suggests that using the metaphor of the essay as journey is one such teaching alternative. (SR)

Outlines a series of summary-writing assignments which focus on differences between expository and literary texts, and provide unusual opportunities for students to develop their response to literature. Maintains that such summaries increase students' facility as perceptive readers and insightful writers. (SR)

Describes the Thinking Network approach and the cognitive mapping strategy used in a rural Mississippi school district to increase students' content acquisition and theme conceptualization of textbook units. Notes that the district's pass rate for state-mandated written communication, reading comprehension, and written essay tests dramatically…

Examines fundamental rhetorical constructs that students and business professionals should consider when analyzing textual and financial information contained in corporations' annual reports. Discusses how students in business communication classes evaluate the rhetorical effectiveness of specific annual reports, as well as the ethics associated…

Describes how a film and a book containing a collection of letters written by soldiers stationed in Vietnam can be successfully used in the reading and writing classroom. (KEH)

Identifies the need to resolve inconsistencies between the whole language teaching approach and school, district, or state grading and evaluation policies. Suggests attempting to bring the inconsistencies to light while also undertaking individual, group, and criteria comparison. Discusses data collection techniques which can help achieve these…

Describes a heuristic conceit, "the writer's stance," to help students overwhelmed by the complexity and possibilities of a writing task regain control of the process. Stresses the need for writers to select vantage points and frames of analysis for their academic writings. (SR)

Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)

Encourages teachers to read poetry on their own and in discussion groups. Reassures teachers who have doubts about teaching poetry, and encourages them to teach so that children will have positive experiences and learn to like poetry. Shares revision methods to help make revising as inspiring as writing the first draft of a poem. (MG)

Describes the problem-solving approach implemented in the University of Manitoba's first-year technical communication course. Considers technical writing as a process which can be broken down into steps: classify, analyze, test, and solve. Explains that this process offers students the methodology and flexibility they need to solve either…

Proposes 10 hypothetical "mini-cases," and calls upon upperclass technical writing students either to select from 1 of 4 given responses or to devise their own. Explains that, after choosing answers, students collaborate to devise the best answers, then talk about their solutions in open class discussion. Provides suggested answers. (SG)

Outlines features of new-venture, or entrepreneurial, management, and discusses how this type of management complements the oral, interpersonal, and written requirements of a communication class. Presents a detailed unit using this approach in a technical communication class. (SG)

Introduces teachers to hypertext and hypermedia, two innovations which offer students an opportunity to create their own meaningful learning environments. (MG)