Examines student and faculty attitudes towards plagiarism, noting that plagiarism often arises from students' conflicting membership in social and academic communities. Describes two classroom strategies for exploring attitudes and values impinging on plagiarism, arguing that plagiarism is a rich topic for an informal collaborative research…

Claims that punctuation contributes substantially to writing effectiveness. Argues that punctuation's primary function is to signal the "prosody" (patterns of pitch, stress, and hesitations) that authors have in mind when they write. Observes that a sensitivity to the sound of written language is essential for the effective use of…

Details writing problems technical students encounter when they fail to distinguish between model and example and between different kinds of models. Analyzes these problems with reference to inappropriate material in texts. Defines several writing models, and shows how understanding these models gives writers rhetorical flexibility while producing…

Examines how a teacher of a developmental writing course and a student who was a Vietnam War veteran organized ideas for an essay. Describes how the teacher composed a poem based on the student's experiences and shared it with him. (KEH)

Presents a simple writing assignment, composing an anthology, in which students have some control over their learning and gain confidence, enabling them to approach class discussions with more personal involvement and leading them to find more for themselves in poetry. (RAE)

Argues that students need invention strategies as well as introspection to collect information and make sense of it, but they also need instruction in discriminating among invention strategies and help in choosing the best strategy for a given writing task. Three overlooked strategies are research, collaboration, and form. (RS)

Argues that reintroducing the classical principle of imitation based upon single, model sentences can be highly beneficial by allowing the student to practice handling the sentence, directing attention to grammatical constructions, enlarging vocabulary, improving spelling, and filling the mind with mature standards of prose. (RS)

Describes the author's reflections as she tutored three first-graders in writing, focusing on how she and one student both expanded beyond restricting ideas of what they were to do. (SR)

Argues that the context of writing improvement helps explain writing error. Findings imply that undue efforts by teachers to prevent mistakes may hinder improvement. (RAE)

Describes a writing exercise which helps students understand the distinction between mere proofreading and actual revision. (MM)

Argues that the public relations and advertising disciplines are inextricably linked and should be related in a cohesive writing sequence. Emphasizes that beginning advertising and public relations students should develop their news writing skills. (MM)

Presents a series of three lessons based on found poems. Including a discussion on what poetry is; developing a poetic; and sharing poetry with others through peer analysis and small group discussion of each student's found poem. (RAE)

Discusses how to assess student poetry, focusing on the qualities of internal logic, tone, music words, figurative language, stanzas, line length, space, detail, voice, and "life." (MM)

Discusses the advantages of dialogue journal writing in elementary education. Describes the organization of dialogue journal writing in a sixth grade classroom, noting that dialogue journals provide an ideal tool of empowerment for both students and teachers, and enable teachers to integrate reading and writing in a whole language approach. (MM)

Describes how teachers can use drafts of their own writing to teach revision. Uses several examples from the author's fiction and professional correspondence to illustrate the following: (1) differences between revision and recopying; (2) fleshing out a description; (3) reflecting audience needs; and (4) revising for clarity of purpose. (MM)