Rather than prescribe activities, teachers should approach the development of literacy programs from a functional point of view, allowing students to achieve purposes relevant to their situation. Research leading to this view is summarized. (MT)

Samples of free writing by third and fifth graders were compared to determine if the clausal options used differed in terms of grammatical function, position in sentence, and introductory connective. The writings were so similar that no significant differences were found. Conclusions and implications are explained. (MT)

Proposes the question of whether patterns of arrangement are an aid to writing. Answers the question with a presentation of Cicero's pattern of arrangement and its relationship to invention. (EL)

Lists eight ways to develop a topic for a composition. (DF)

This article surveys the history of individualized writing instruction. A theoretical rationale for such instruction is developed, and experimental studies dealing with individualized instruction are summarized. A model for individualized instruction, based on a student-centered approach, is presented. (CB)

Presents steps for using illustrations from the start of the technical writing class to help students learn to design and integrate relevant visual aids. (HTH)

Presents a dialogue between two adherents of the process centered paradigm of rhetoric: one a "classicist" who sees art as the knowledge necessary for producing preconceived results by conscious, directed actions, and the other a "romantic," who sees art as "magical" inspiration. (HTH)

Suggests that by using the three approaches to writing the first poem--breath-grouping, prosepoetry, and the repeater--students will conceptualize and practice some of the possible forms of contemporary poetry. (EL)

Points out errors in instructor's written feedback, suggests alternatives, and illustrates how effective commentary results in improved student writing. (PD)

Looks at the problems that can arise when writing is taught as a process, independent of subject matter. Shows how comedy can be used as an organizational theme for composition classes to give students experience in the recognition, analysis, creation, and expansion of ideas. (DMM)

Examines how a technical writing textbook defied its own writing prescription to use short concise sentences, noting that this and other such prescriptions oversimplify. (HTH)

Summarizes recent research into systems of lexical and grammatical cohesion in technical description. Discusses various methods by which technical writers "re-enter" the topic of description back into the text in successive sentences. (HTH)

Advocates the use of the whole language method in writing instruction to emphasize communication rather than mechanical correctness in writing. Discusses the following whole language techniques: having children see themselves as authors, using predictable books, encouraging inventive spelling, and using and displaying student work. (DMM)

Outlines one school's approach to using microcomputers to help teach writing skills in high school. (MD)

Presents ideas on writing instruction for teachers of mathematics, physics, accounting, biology, and social studies. Contains guidelines for designing writing assignments in various content areas. (EL)