Provides a chart delineating some of the benchmarks in the writing development of elementary school children. Offers a variety of suitable program strategies with which teachers can modify their writing programs to suit the developmental stages of their students. (HTH)

Citing results of an analysis of 46 college level essays, the author refutes W. Ross Winterowd's theory that, with only two exceptions, every T-unit must have one of seven transitional relationships with the unit before and after it. (HTH)

Research is cited to support the use of manuscript writing with young children. Among advantages noted are manuscript's legibility, ease of acquisition, consistency with developmental trends, advantages for reading, and its preparation for cursive writing. (CL)

Attention should be focused on the importance of developing writing skills in gifted students. Four approaches to the thinking-writing process are briefly contrasted, and learning activities such as community problem solving, seminars, and community-based mentorships are considered. (CL)

Shows how a school writing program based on the National Writing Project model can be presented in the framework of a simple accountability system devised by Leon Lessinger. (FL)

Explains the need for teachers of technical writing to understand many terms unique to proposal writing. Provides brief definitions for the more common terms used in proposal preparation, including slang and abbreviations, focusing on practical rather than legal definitions. (HTH)

Argues that technical writing students should be taught much more than just writing skills for employment. Discusses many activities technical writers engage in on the job, such as researching or seeking out information, interacting with product developers, and acting as a consumer advocate in improving products. (HTH)

Describes a final writing assignment in which students themselves must propose a writing assignment and rationale for future use in the classroom. The assignment forces students to examine what they have learned in the course and gives the teacher some insight into what has not been taught successfully. (HTH)

Discusses the importance of dialog in writing and offers a number of exercises designed to develop student skills in dialog writing. (FL)

Explains how actual experience as a writer helps in the teaching of composition. (FL)

While writers often transcend issues of class, poverty, and privation, the "practice" of instruction in creative nonfiction "classes" may encourage an all-too-real sense of entitlement. Writing in the comfortable spaces of a liberal arts college may suggest that all writers have the same advantages, that all reflective inquiry (like all…

Substantially updated for today's world, this second edition offers chapters on 12 different categories of writing, each of which is briefly introduced with a definition, notes on appropriate writing strategies, and suggestions for using the book to locate topics. Types of writing covered include description, comparison/contrast, process,…

Journal writing gives students opportunities to practice writing in a way relevant to their experiences and not merely as an exercise in writing for writing's sake. There are many opportunities for a student to write about subject matter learned from ongoing lessons, as examples from the journal of a sixth grader illustrate. Listening to current…

This book features rhetorically-arranged activities and assignments that connect students' everyday lives to the writing process. The individual and group assignments in the book appeal to different student learning styles and encourage an interactive approach to writing. The text is divided into four main parts: The Narrative Essay; The…

In teaching writing, the "audience" became and still is fundamental, leading to the question of how students can learn to adapt their text to the assumed readership and at the same time, learn to write for their addressees. A study focused on how writers cope with the writing process, asking several questions about the concept of…