Provides a description of writing instruction in the classrooms of eight elementary school teachers that was developed through the procedure of progressive coding. Calls into question some common assumptions about writing instruction and the present institutional ways of supporting it. (HOD)

Argues that using videotape recordings of business professionals involved in writing can be an effective way of stimulating student interest in business communication. (FL)

Describes the program developed by the Study Skills Center at San Diego State University to help students improve their writing. (FL)

Describes the expressive writing of Japanese elementary school children, citing examples designed to encourage American language arts teachers to use their responses to students' writing to bolster children's attempts to become actively and personally engaged in their writing. (HTH)

Offers advice and techniques for poetry writing in high school English classes. (RL)

Presents strategies to increase the flow of writing so that students become more attuned to the usefulness of words in capturing thoughts, feelings, and impressions. (RL)

Outlines an assignment for technical writing students in which they write a critique of a professional journal in their chosen major field. Notes the positive aspects of this writing assignment. (RL)

Examines the factors thwarting graceful writing style in the community college classroom and discusses some ways to heighten students' awareness of the elements of style. (HTH)

From her experiences as a writing consultant, the author gives examples of ways to motivate clients to improve their writing skills. (PD)

Discusses the Bay Area Writing Project's offshoot, the National Writing Project (NWP). Describes the NWP's development, design, attributes, and limitations. The program's success depends upon the commitment of administrators and all teachers, not just those teaching English. (WD)

Describes an end-of-the-term project in which students were encouraged to write for a specific, actual audience. (FL)

Argues that teachers often mislead students into believing that writing poetry is an act of self-expression that focuses everyone's attention on the author, rather than a demanding art that produces a piece of writing separate from the author and deserving of its own attention. (AEA)

Briefly discusses the four composition philosophies: expressive, rhetorical, formalist, and mimetic. Recommends teaching the rhetorical, because of its emphasis on the reader. (HTH)

Professional speakers often use simple mental recipes to organize impromptu talks. The author taught these recipes to his high school composition students and used a timed trial format to give them practice in rapidly outlining their thoughts on a given topic. Thirteen of these recipes are provided. (SJL)

Reviews 12 recent texts, supplements, kits and professional references for composition instruction at various grade levels from kindergarten to eighth grade. (SJL)