Discusses tasks that students often overlook but need to address when completing "instructor/content-based" writing assignments. (HTH)

Observes that writing students are often confronted with a great many variables that preclude their attention to specific stylistic details. Explores professional journals that suggest that students in content areas also experience the same difficulty when confronted with abstractions or contexts different from those taught in the classroom. (HT)

Discusses the balance needed between praise and encouragement and constructive criticism in critiquing the writing of older students. (DF)

Argues that writing instruction should begin as early as kindergarten. Suggests that learning how to write occurs best not in traditional classrooms but when the classroom is turned into a workshop, where the process of planning, writing, and revising is honored. (KH)

Describes the development of a reading and writing curriculum and adoption of the Writing to Read program in the early childhood education program of the Tulsa (Oklahoma) Public Schools. Focuses on factors leading to change in the program's curricular policies and on the characteristics and results of the new program. (PGD)

Explores the physical characteristics of text and how they help the reader, suggesting that if teachers encouraged students to experiment with visible features of written texts, it would increase their ability to understand and use hierarchical and classificatory arrangements in their own writing. (HTH)

Discusses the functions of composition titles, what makes a title attractive, and strategies for writing effective titles.(EL)

Explores the use of metaphor and personification in the "classics" of scientific and technical writing, and the current resistance to creativity in scientific writing. Suggests familiarizing students with the role of metaphor in scientific creativity. (HTH)

The application of the kinesthetic method to spelling, writing, and reading is described and a study of the method's effectiveness is compared to conventional approaches. The kinesthetic method proved more effective as the at-risk (experimental) Ss did significantly better than students not considered at risk (control Ss) in a normal classroom.…

The article describes writing process approaches with primary and secondary level hearing impaired students. Such an approach features interaction with fellow writers. (CL)

This study of 98 sixth graders examined the effectiveness of reading and/or writing instruction in social studies that focused on text organization, main idea statements, and important supporting details. Results indicated that students who received reading instruction generally had better recall of textbook material than students without reading…

Presents a humorous technique for teaching students about apostrophes. (FL)

Argues that spelling is an attitude that requires insight and understanding, that students must see a need for it, and that it should be taught in a functional setting. (FL)

Provides information on current and anticipated course offerings, programs, and workshops or seminars in technical communication at 30 colleges. (FL)

Examines some of the assumptions behind the imitation of writing models and questions the power of using this model for improving writing performance. (HTH)