Describes the poems written by sixth grade students in response to William Carlos Williams's poem "The Dance" and Pieter Bruegel's painting "The Peasant Dance." (HTH)

Advocates using the case approach in college writing classes. Suggests that asking students to play the roles of participants in a situation, whether real or imaginary, helps them learn to address a particular audience with a clear purpose. Offers a case approach with discussion questions and possible assignments. (RL)

Suggests that ethics be used in place of law as the subject matter of the writing class when students are not prelaw majors. (RL)

An Australian perspective of the writing projects burgeoning in the United States. (RL)

Describes the study skills center at California State University, San Diego, which has achieved considerable success in improving students' basic writing skills by offering a set of minicourses in cooperation with the English and business departments. (FL)

Suggests ways to work on writing logically and coherently. (RL)

Describes a way to motivate reluctant children to create stories--coordinating puppetry and writing activities. (RL)

To dramatize the need for logical organization and precise definition, students are asked to write essays describing specific everyday objects (e.g., screwdriver, nutpick). After the essay is read aloud the class tries to guess the item and comments on the effectiveness of the description. (DS)

Examines four approaches to evaluating writing, and notes the strengths and weaknesses of each. (RL)

Describes methods developed for a fourth- through sixth- grade writers' workshop designed to teach children to write within certain common structures. Separate workshop sessions dealt with descriptive writing, mood, characterization, adventure stories, tall tales, plays, autobiography, and reporting. (AEA)

Suggests that, in helping students understand the process of composing, teachers share their own personal experience. (TJ)

Details a study that investigated incremental effects of intensive instruction in creative writing on 10 indicators of writing performance of seventh-grade students: vocabulary, morphology, sentence openings, sentence lengths, sentence types, organization, clarity, end punctuation, general clarity, and spelling. (FL)

An exercise in which students chose between a computer-made poem and a poem with a human voice produced disconcerting results for two college teachers and revealed that the teachers made unwitting assumptions about taste, perception, values, and truth. (RL)

Proposes a heuristic that can be used specifically for expressive writing in which students define or discover their personal identity and express themselves. (FL)

Demonstrates how writing can grow from the ongoing curriculum by discussing types of writing included in a unit on pets, suggests areas of the curriculum and materials that are good springboards to writing, and describes instructional materials that focus on writing. (ET)