Describes the implementation of a content area writing program in a middle school. Observes that many teachers were resistant to the task and passed their frustration on to the English teachers. However, most were pleased with the improvement in students' writing due to the increase in the amount of required writing. (SRT)

Acknowledges that many basic writing students have few personal experiences that translate into telling examples and effective supports in their writing. Suggests that teachers encourage students to fabricate in their narratives, since such structured lying gives students sufficient objectivity to revise--a significant step toward good writing.…

Outlines a step-by-step procedure for teaching late elementary or junior high school students how to write a term paper. (HOD)

Describes an instructional experiment aimed at helping sixth-graders sustain reflective thought processes in composition independently. Instruction included modeling of thinking aloud, clue use stimulating self-questioning, and direct strategy instruction emphasizing dialectical synthesis of conflicting ideas. Results indicate gains were made at…

Describes a pilot "work required" assessment procedure in a high school English class. Shows how the skills of classroom negotiation work when students plan and manage instruction. Discusses learning to negotiate, the advantages of the program, trials and errors, the change in classroom climate, and negotiating reading. (EL)

Presents insights that the Oral Proficiency Testing Program of the Foreign Service Institute can give writing teachers and focuses specifically on how these insights can help them to identify and articulate appropriate objectives for basic writing courses and to develop curricula appropriate to those objectives. (EL)

Shows how employers' and society's expectations of what two-year-college English teachers can do for students conflict with what they can achieve. (EL)

Examines the recent ESL research of Stephen Krashen and shows how it applies to developmental students. Discusses successful strategies, such as small group activities, to use in basic writing instruction. (DF)

Explores ways in which an expository writing class can encompass training in both professional writing and in the humanities. Presents a writing assignment that combines research in the humanities with writing for decision makers. (HTH)

Outlines a program that allows high school students to produce their school newspaper in the offices of the "Bellevue Journal American." (DF)

Describes the reading and writing laboratory program at the University of Albuquerque. (FL)

Discusses the evaluative procedures for students' oral and written responses to poems, plays, and stories. Offers four major priorities for evaluation. (EL)

A typology of classroom exercises according to the functions they serve in teaching textual and discourse competence and focusing more on the text than on the sentence is proposed. (MSE)

Describes the efforts of the Crediton Project, an ongoing research project in Devon, England, to develop an assessment scheme that accounts for cognitive, affective, moral, and stylistic development in children's writing. (DF)

Explains how the SQ3R methods of reading textbooks was used to teach the writing of a research paper and tells of eighth grade remedial readers creating their own trivia game. (HOD)