Explores possibility of combining remedial English classes with English as a second language classes by comparing needs of both types of students. Suggests remedies for syntactic errors are different; each group may be motivated to write on different topics; and learning process is dependent on how learner views himself or herself. (BK)

Lists 16 questions for eliciting student writing. (JT)

Discusses the "stock issues" approach to argument, presents a contemporary stock issue system for the arrangement of a single composition, and constructs a model argument as a way of demonstrating how the system works. (FL)

Contends that students need to be taught how to analyze their audience and to adapt what they say to that audience. Describes teaching methods used to introduce students to the use of a heuristic model for audience analysis in written discourse. (FL)

Recounts the experiences of a writer-in-residence at a small liberal arts college as she helped her students through the composing process. (RL)

Discusses the growth of business writing courses and their shift from business to English departments, the needs of the English department members brought about by the shift, the advantages of business writing courses, the nature of textbooks for the subject, and alternative course content. (FL)

The "Test of Everyday Writing Skills" is used to successfully identify third-year college students with poor writing ability as part of a college-screening program. (JMF)

Argues that business writing teachers might profit from recent studies appearing in the composition literature that focus on the composing process, redefinition of rhetorical modes, and the use of classroom peer groups. (FL)

A curriculum coordinator describes the benefits of his experiences during four weeks in the Exeter Writing Project in New Hampshire. (MLF)

Several teachers contribute activities, games, and teaching ideas for writing instruction in the elementary grades. (SJL)

Presents seven writing lessons for elementary students: choosing effective words; writing similes; writing paragraphs; writing descriptions; letter writing; comparing and contrasting; and understanding point of view. Some of the lessons have unusual themes, such as pizza, pickles, and hoboes. (SJL)

Enumerates the transitions, adjustments, challenges and satisfactions that new teachers of technical writing will face. Makes seven points about the content and emphasis of technical writing instruction and lists readings in technical writing. (RL)

The "30-Line Test," 30 lines of prose that must be proofread to determine whether they are mechanically correct, has proved to be a successful method for increasing skills awareness without seriously interrupting the flow of literature or humanities content in a class. (Author/IRT)

Lists reasons for using the study of literature in helping students learn to write. (RL)

Examines ERIC documents that discuss some of the writing problems of learning disabled students. Suggests classroom instructional strategies to help the learning disabled student best overcome his or her specific difficulty. (HTH)