Discusses 10 misconceptions about writing, including (1) the theory of divine inspiration, (2) the theory of creative padding, (3) the theory of profound authorities, and (4) the theory of predestined puppetry. (EL)

Describes the implementation of an elementary school writing program that motivates students by allowing them to write about their own interests and by encouraging them to comment on each other's works. (PGD)

Questions the quality of writing produced by writing instructors. (HOD)

Describes a project in which children wrote with a purpose and with a definite audience in mind. (FL)

Examines the process of writing and concludes that a teacher's affirmation and encouragement is needed for a student to feel his or her work has validity. (DF)

Having developmental writing students work in small groups to discuss errors, collaborate on writing, critique each others' writing, and discuss and clarify ideas increases students' involvement in their own writing. During class, the instructor often serves as consultant and mediator; though structured, monitored time is also provided for…

Outlines the procedures used in a writing course, in which students write summaries of selected articles or editorials from magazines or newspapers. Discusses the instructional, cognitive, and affective advantages and implications of the approach. (DMM)

Offers guidelines for grading essays so that students and parents can see what is expected. Suggests keying a grading scale to the criteria set forth in the guidelines. (FL)

Suggests, on a humorous note, a game-plan for assignment justification and elaboration that utilizes, in a constructive and professional manner, the best of what is known about assignment-making. (EL)

Describes techniques used in a 9-week unit in creative writing for elementary school children. Emphasizes the importance of learning that thinking, reading, and writing are facets of the same processes. Lists readings and books to read aloud and imitate. (DMM)

Describes uses of the microcomputer that can encourage the discovery that written language is meaningful, purposeful, and worthwhile. (FL)

Recommends adding formal training in note taking to the high school English curriculum to help students master the skills of abstracting major ideas from texts, summarizing facts, and paraphrasing materials. Suggests an approach to note taking. (RBW)

Discusses research and theory related to journal writing and provides a rationale for including it in the language arts classroom. (FL)

Examines the secondary terms "kill,""order," and "secret" in Kenneth Burke's "A Rhetoric of Motives" in order to provide a deeper understanding of the Burkean concept of act. Suggests how this concept of act might be applied to the teaching of writing. (MM)

Offers suggestions, based on textbook materials, for helping English-as-a-second-language students learn to write coherent English. (FL)