Outlines a course which uses dominant metaphors to connect the arts (particularly art, music, and literature) and which features discussions and student response journals ("thought-logs") to tap the pattern-perceiving potential of the right brain. (MM)

Describes satellite-delivered education for isolated learners, in which students interact with both teacher and fellow students using voice, video, and data. Reports that students were highly motivated to write a teleplay and poetry collaboratively and that the burden of distance education was eased for parent, teacher, and learner. (RS)

Reviews the limited literature on the learning disabled (LD) college student. Identifies difficulties which LD students face. Emphasizes that institutional services available for LD students should be utilized as much as possible. (RAE)

A study of the writing disorders shown by students (n=260) taught by different methods of reading and writing found that pupils learning by a global-natural method make errors related more to reproductive aspects of information, whereas children taught by the phonic and syllabic methods made more errors of meaning. (Author/MSE)

Provides an annotated list, organized by subject, of 151 books in the areas of writing (contexts, status surveys, instruction, processes, text analysis, assessment, rhetoric, and writing and learning), language (processing, development, interrelationships, and language and schooling), literature, and teacher education. (MG)

Describes several writing projects that use computers to expose students to art, cultural history, and present day technology. Suggests activities for Prehistoric art, Egyptian art, African art, Japanese art, and Native American art. (MG)

Raises issues connected to the new teaching problems that accompany using computers in writing classrooms. Discusses three general categories: difficulties in transferring successful practices; difficulties in expanding successful practices; and difficulties in simply understanding which teaching practices may turn out to be successful. (MG)

Describes writing assignments in which students in Pennsylvania, Montana, and South Dakota exchanged writing on BreadNet, an electronic network. Notes that as students wrote within a meaningful and purposeful communication context, they learned to test their stereotypes, to expand their writing skills, and to perceive the computer as an instrument…

Describes the five-week intensive writing program for talented high school students offered every summer by the Poynter Institute for Media Studies. Notes that the program emphasizes minority recruitment. Tells how the Poynter Institute offers assistance to any news organization or school wishing to set up a similar high school writing program.…

Reviews college students' compositions describing the acquisition of their literacy skills. Reports that males' anecdotes tend to reflect individual achievement and competition, whereas females' writings display a process and cooperation focus. Argues that new research must be conscious of these differences, or gender-blind studies may be…

Writing seminars designed for the business community reveal that this population is motivated and willing to attack problems of logic, organization, and coherence. The approach used includes instruction in the basic principles of clarity in writing and a required oral presentation about a piece of company writing needing revision. (MSE)

Suggests that students should consider five parts of the social environment for any writing/reading situation, especially considering social relationships forged there between writers and readers. Describes these five aspects, and argues that activities using computer technology and writing should focus students primarily on the social nature of…

Examines teachers' responses to students' first drafts of writing assignments. States that teachers should lead students to rethink and rewrite through positive, constructive feedback. Suggests three ways to encourage students to rewrite/revise, including: dialogue feedback, student conferencing, and reader reaction summary. (MM)

Describes how a teacher-as-researcher project led the author to create more opportunities for remedial high school students to "talk out" their writing as a prewriting exercise. (MM)

This paper describes comprehensive cooperative learning approaches for elementary-school reading, writing, and mathematics. Team-Assisted Individualization (TAI) and Cooperative Integrated Reading and Composition (CIRC) are used to implement principles of cooperative learning throughout schools, among teachers and administrators as well as…