Analyzes the research process by examining student journals from a research paper course in which volunteers recorded their reactions to articles, how they were developing their topic, and problems they encountered. Concludes that the blocks encountered in the research process are more complex than and different from those encountered in other…

Presents an assignment sequence, based on James Moffett's sequence of narrative types, designed to teach the various points of view most often used by authors. Provides instructions, including names of model texts for students to write pieces imitating such narrative techniques as interior monologue, correspondence, dramatic monologue, diary,…

Introduces three terms--synapsis, synesthesia, and synergy--applied to writing instruction as heuristic concepts. Describes classroom exercises, such as removing transitions from an essay and asking students to restore synaptic life to the paragraphs, viewing painting masterpieces to find analogous aesthetic concepts in written composition, and…

Discusses a set of options for concluding an essay founded upon Aristotle's four goals of a conclusion: (1) to dispose the hearer favorably towards oneself and unfavorably towards the adversary; (2) to amplify and depreciate; (3) to excite the emotions of the hearer; (4) to recapitulate. Cites various composition theorists to elaborate these…

Tips are presented for teachers to write letters to parents to encourage their participation in their child's writing program, and suggestions are also listed for parents to help improve their child's writing skills. (CB)

Written summarization skills were successfully taught to deaf elementary students via an instructional method which emphasized six elements of story structure (setting, initiating event, internal response, action, consequence, and reaction). (JC)

Presents a heuristic to help writing laboratory directors implement a nonprescriptive, nondirective tutor training program which allows tutors to take an active role in their own training. The heuristic is divided into four parts: establishing rapport, exploring potential, discovering strategies, and on-going self-review. (RS)

Presents a monologue by a writing laboratory director aimed at English department chairs in order to familiarize the "boss" with the writing laboratory, to explain what the laboratory can offer the English department, and to describe how the laboratory works with students. (RS)

Proposes that educators need to take some risks and break out of the familiar patterns of teaching. Finds that teaching students risk-taking as a method to write news stories is rewarding for both the students and the teacher. (MS)

Describes a writing course which shapes sequence and response to do justice to the potentially superior student writer. Emphasizes balancing and integrating reading and writing assignments; encouraging revision as an opportunity to think; optional conferences; and peer evaluation. (RAE)

Describes a letter writing unit used in a business communication class to help students understand that clear, effective letters are needed in office work situations. (RAE)

Analyzes strategies for using the theory of discourse communities in the classroom. Suggests varying the writer's roles and audiences, writing as an insider and an outsider for audiences that are insiders and outsiders. (MS)

Presented are the results of a faculty development project in which the domain of written communication was analyzed and incorporated into a training curriculum for family medicine faculty members. A wealth of literature was found to support 47 requisite competencies. The recommended curriculum integrates expert consultation with seminars,…

Describes the development and use of a whole-language (i.e., incorporating reading, writing, speaking, and listening) program for first through sixth graders at St. Michael School Michigan based on real book rather than elementary readers. Explains the classroom techniques used to teach various language arts. (DMM)

Offers a nonverbal prewriting strategy, writer-based sketches, intended to help students turn their thoughts into words. (MS)