Uses poetry and skeletal outlines of similes to stimulate students' use of imagery in their feature writing. (HTH)

Presents an exercise in which students must write five broadcast leads from five of the major newspaper stories reported on the day they were born. (HTH)

Describes how televised writing instruction works, why television is used to teach writing, what the programs are like, the effectiveness of this kind of instruction, and what the problems of telecourse instruction are. (JK)

Presents and discusses a descriptive paragraph useful for teaching composition students how rhetorical fragments work in writing and why sentence fragments do not. (HTH)

Argues that the word "creativity" can inhibit students from writing because they feel what they write must be completely new and original. Offers suggestions for helping alleviate writing apprehension such as stream of consciousness writing or free writing. (SRT)

Defining a web as a diagrammatic representation of any logical train of thought, this article describes how to use the web as a tool for teaching and evaluating essays. Provides several web diagrams. (JDH)

Defines excellence in a way relevant to the teaching of writing. Describes how this definition is a catalyst to improve teaching. Relates this definition to equity issues. (LHW)

Argues that the product versus process controversy applies to business writing because such writing is a form of composition. Discusses the advantages of a process-oriented approach to a business writing class. Claims that such a course leaves students better prepared to write effectively in the professional world. (JD)

Claims that baseball coaches and writing instructors have similar responsibilities--to lead their pupils through the tasks to be learned, not simply to tell their students "how it is done." Argues that the process approach to instruction provides students with the feedback that is essential to learning without unnecessary pressure. (JD)

Discusses how junk mail letters can be used to teach students about rhetorical choices and the process of writing. (SRT)

Presents desirable teaching behaviors that can help teachers provide effective instruction in writing and deal with all three stages of the composing process. (FL)

Suggests having students write letters of inquiry to companies as a practical way to research a specific area and then write for a specific audience. Argues the benefits of this assignment, such as increased student motivation when writing for a real audience rather than a teacher. (SRT)

Describes an assignment for which students must respond in 20 minutes to a memo from their teacher announcing that their class projects are due a week earlier than previously announced. Argues that students learn about the real conditions of memo writing through this exercise. (SRT)

Suggests motivating writing apprehensive students by asking them to "remodel" passages from novels, magazines, or newspapers that have been stripped of details, descriptions, and compound sentences. (HTH)

Presents worksheets formulated for high school juniors and seniors to help them learn rules for punctuation. (HTH)