Suggestions are provided for including writing from personal experience as a part of the school's curriculum. The philosophy is that experience in the real world provides motivation for writing. (KC)

The author describes the process of writing, from idea through final draft, as experienced by one third-grade class. She outlines the instructional sequence used by their teacher and includes suggestions for helping children to make revisions. (SJL)

A third-grade teacher describes his 12-week project to teach students to organize their ideas and to write factual stories. A composition on a different topic was assigned each week. (SJL)

Argues that--often unknowingly--many teachers inculcate a hatred of writing in their students by using writing as punishment. Offers suggestions to correct this problem. (FL)

Class activities such as discussing student work in editing group sessions or on the viewing screen can be used successfully to teach revision and ensure polished student writing. (RL)

Suggestions for teaching main idea, thesis, theme, topic sentence, and clincher as related concepts are provided. (MKM)

Explores the use of detective story writing to help children move from chronology to causality. Examines the elements of a detective mystery and includes a sample story written by a student. (HTH)

Notes the advantages of "staff grading," a procedure for student evaluation that distinguishes the teacher as a helper from the person who evaluates students and supplies a measure of growth in writing. (RL)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

Patterns writing instruction after the contemporary quest for weight control: lots of exercises, dedication toward achieving a goal, and developing slowly through carefully planned stages of the whole process. (RL)

Describes social work case illustrations as teaching tools and information-sharing techniques. Presents suggestions for writing case illustrations, discussing information to be included (order of presentation, pseudonyms, efforts of other professionals, and practitioner orientation) or excluded (exclusively masculine pronouns, theory exposition,…

Uses the form of dialogue to explore the possibility of asking students to write dialogues and paradoxes instead of one-sided persuasive essays. (DD)

Presents four brief suggestions regarding methods for teaching poetry writing, descriptive writing, and vocabulary. (TJ)

Urges writing teachers to employ a combination of self-provided and peer-provided feedback in teaching writing and to have students employ a writing checklist. (DD)

Suggests testing composition students by providing a good piece of writing and an inferior rewrite of it and asking students to choose the better one and explain their choice. Points out that instructors can rewrite the original to include any errors or poor word choices they might wish to test the students on. (TJ)