Discusses the policy, objectives, and possible teaching procedures that a local teachers' association developed in response to a directive to include writing in all subject areas and at all grade levels. (RL)

Shows that the task of the poet-teacher is to teach students not only how to write poetry but also how to read and appreciate poetry. Notes that the poetry workshop should stimulate critical capacity and taste by reconnecting study and thought to the personal. (RL)

Notes that an assignment to write a technical book review for a journal informs business students about a technical subject, teaches criticism and judgment, and tests their knowledge and writing skills. Describes the steps followed by students in completing such an assignment. (TJ)

Suggests several ways to prevent intentional and unintentional plagiarizing by students writing research papers. Suggestions include: limiting topic choice, requiring formal research proposals including bibliography, requiring recent periodical references, and asking for an informative abstract of the paper to be written in class the day the…

Establishes a coherent and teachable sequence covering some of the practical principles, progressions, and patterns that fluent writers use in arranging their material. (FL)

Argues that style is rhetoric and that a writer's style is the product of his or her choices of ways to arrange and express ideas within and between sentences. Shows how the concept of style as option offers value as a classroom tool. (FL)

Elementary students in all grades at New Hampshire's Atkinson School participate in a writing program that encourages them to develop their own topics and make their own corrections and revisions, with help from fellow students and with guidance from teachers. (Author/PGD)

The author suggests that teaching the skill of writing should be on a school-wide basis. Listed are annotated resources which reflect practical ideas for teaching writing beyond the English classroom. (KC)

Frames the author-reader-text relationships in terms of contractual agreements. Explores the nature of these contracts and what they entail for authors, readers, and those involved in teaching reading and writing. (RL)

Describes the Writing Place at the State University of New York, Buffalo, a center to which students from all disciplines can go to receive individual help with specific writing problems. (FL)

Describes an interdisciplinary faculty writing workshop at Michigan Technological University, which was designed to provide the teachers with a set of general pedagogical principles about teaching writing. (HOD)

Explores the flaws in linear theories of the writing process and student writers' attitudes toward revision that these theories reinforce. Discusses the revision strategies of experienced writers, showing that the writing process is recursive rather than linear. (HTH)

Outlines the basic decisions the English as a Second Language teacher should make in planning the extended writing lesson. Decisions regarding objectives, teacher input, oral build-up procedures, types of writing exercises, correction, and marking are discussed. (PJM)

Presents guidelines for planning, developing, and revising a high school writing laboratory program. (RL)

The "intensive" approach to teaching composition emphasizes having students write brief pieces under time pressure. The author argues that writing several short, intensive papers until they are perfect brings students closer to mastery of effective composition than writing more numerous rambling "themes" does. (IRT)