The most important implication of a reader response textual model for the teaching of writing is that unless students know how to read they cannot learn how to write, and unless students know how to read well they will not write well. (HOD)

Recently published books on scientific writing are reviewed. The authors of these books lament the poor quality of writing in scientific manuscripts and argue that many papers are unclear, verbose, and confusing. Several books are practical, how-to manuals; others emphasize the art more than the craft of writing. (Author/MLW)

Having writers ask questions about their own papers promotes commitment to the revising and proofreading process. Students can ask teachers or peers the following: (1) What do you like about my paper? (2) What questions do you have about my paper? (3) What kinds of polishing does my paper need? (RL)

A college technical writing class project on preparing an instruction manual for a toy race-car set not only showed that the students recognized their audience and used appropriate language, but also provided subject matter for other coursework. (RL)

Poses questions--and some answers--essential to the development and expansion of technical communication offerings beyond the basic course in technical writing. (RL)

Provides some history of the teaching of composition as well as a discussion of the new developments in the composition curriculum and in teaching techniques. Argues that the new emphasis on writing is a genuine renaissance rather than merely a fad. (IRT)

Reviews writing research and practice to formulate directions for developing student writing processes. (RL)

Proposes "Pencil Meditation Day"--the first day of a unit on writing--and its attendant motivational devices as a way to convince students that their written contributions will be valued and that their minds are sources of power. (RL)

A review of the writings of a former "English Journal" editor shows a maturing growth in his conception of the composing process and reveals him to be the percursor of many present composition practices. (Author)

A high school writing teacher provides insights about her grading procedures by "writing letters" to typical students in various grade categories. (RL)

Describes a program in which upper-level content courses feature a workshop on the writing assignments required in the course. The workshops focus primarily on prewriting and revision techniques. (HTH)

Presents writing exercises and approaches for teaching composition skills that law students will need. The focus is on critical analysis of previous law cases and the content as well as organization of compositions. (HTH)

Describes a locally developed writing program that includes a diagnostic device for pretesting and posttesting, a writing skills checklist, an individualized educational program format, a series of parent notification letters, and a remediation system involving all staff members. (Author/IRT)

Reports on research that raises questions about traditional teaching formats used in writing instruction. Notes the effects of reducing class size--even at the cost of reducing course length. Urges more study of the patterns and rates of growth of different student populations. (RL)

Suggests a conceptual basis for asserting a relationship between sentence combining and reading improvement. (RL)