Argues that bulk mailings can successfully be used in the classroom to teach reading, writing, and critical thinking skills. Provides examples of activities addressing salutations, alliteration, connotations, rhetorical appeals, sentence structures, close reading, and vocabulary development. (KEH)

A description is given of how the principal of a middle school introduced innovations in teachings methods and class scheduling to improve students' behavior and academic achievement. (JD)

Presents "Beastly Thoughts," a holistic writing module designed to involve students in decision-making processes about socially relevant issues regarding animals. Provides 48 activities for investigation and lists 33 references for possible book reviews. Includes 38 references. (MVL)

Assists writers in getting started, organizing material effectively, and producing high quality technical documents. Uses a nine-block information matrix to provide a system of checks to evaluate the paper. Indicates that each section of the matrix can be written separately and then combined into a coherent document. (Author/MVL)

Describes instructional techniques, based on schema theory, which enable English as a second language (ESL) students to revise their writing to meet the expectations of English-speaking readers. Illustrates this approach by examining a Chinese-speaking student's first revision of an essay. (RS)

Compares the administrative structures and educational ideologies of the writing center model and the curriculum-based model of peer tutoring. Argues that while the curriculum-based model may be administratively more efficient, the writing center model offers a collaborative learning environment in which students critically understand themselves…

Argues that computers can be useful partners in the writing process even for reluctant or poor writers. Describes from a linguistic perspective factors that help explain why writing is a difficult task and briefly describes several computer programs which are based on such factors. (RS)

Examines fifth- and sixth-grade students' metacognitive knowledge about the processes of writing narrative and expository texts. Finds that creating a communicative context enhances students' awareness of audience and purpose, as well as their understanding of different aspects of the writing process. (MG)

Annotates (1) 28 professional books which deal with the whole language approach in the area of reading and writing; and (2) eight books to use as computer-related resources. (MG)

Presents some of the better-known models to describe the process to writing. Combines some of their common features into a framework that is useful for thinking and talking about the roles that computers may play in supporting "the writing process." (MG)

Critiques the practice of conforming to Standard English when teaching writing. Argues that when more attention is paid to form than to content, students' words and thoughts become devalued. Emphasizes the need to teach students to hold their own voices sacred, and discusses instructional strategies which encourage this attitude. (MM)

Comments on six points of belief commonly held by whole language teachers. Considers how computers can facilitate teaching and learning in ways that are consistent with those points of belief. (MG)

Shares a curriculum framework based on six aspects of literacy: ownership, reading comprehension, writing process, word identification, language and vocabulary knowledge, and voluntary reading. Notes that this framework is consistent with a whole literacy approach, and includes an assessment system and provisions for accountability. (MG)

Describes an experimental course requiring writing assignments as a regular part of the course. Summarizes common problems with student writing in mathematics. Reports effective procedures of the course, such as peer response, double submission, and efficacious instructor responses. (YP)

Gives several ideas from four elementary and secondary teachers on improving students' writing via the use of computers. (SR)