Outlines one school's approach to using microcomputers to help teach writing skills in high school. (MD)

Competence as administrators and managers is judged in part by the quality of their writing. Twelve suggestions for improving writing are provided. A bibliography on reference books for the process of writing and a test to assess writing skills are provided. (MLW)

The references in this article provide an overview of recent scholarship on writing instruction in community colleges. Included in this bibliography are citations for both empirical studies of community college writing programs as well as "best practice" articles that describe innovative pedagogical strategies for improving student writing…

Fundamental changes are needed in English classes if writing is to be taught. Students must have time to write, and they must have someone reading and responding to their writing. Students need to pay attention to their writing and the writing of others, and this writing should be as important as well-known literary works. (MD)

Describes a cross-disciplinary peer teaching program to improve high school teachers' writing skills. The 16-week program succeeded because of four main ingredients: administrative support, a long-term commitment to improving student writing, an onsite, inservice design, and incentives for teacher involvement. (MLH)

Describes an elementary school creative writing program involving lay-readers, which leads to increased creativity, more enthusiasm for writing, and better writing skills. (DCS)

Presents 10 guidelines for principals to follow when evaluating their staff's effectiveness in the teaching of composition. (MD)

This article provides advice from editors of alumni magazines on how to improve such periodicals: (1) get better writers; (2) improve content; (3) improve design quality; (4) multiply good ideas; (5) make the most of photographs; (6) achieve savings in design; (7) get a bigger budget; and (8) manage magazine staff. (MDM)

This article suggests several proven strategies to help students move beyond the knowledge-telling stage of writing to the knowledge-transforming approach, which involves not only putting one's knowledge into words but the reflection upon, revision, and improvement of that knowledge. Eleven references are listed. (DCS)

Reports on a study of the writing skills of 51 Italian fourth graders who used word processors for several months. Concludes that word processing can help motivate children and teachers to do more writing and that further improvement in writing skills would occur if the children received writing instruction. (CFR)

Asserts that research into the effects of word processing on student writing is dependent on established writing skills, keyboarding techniques, human intervention, and the established criteria for good writing. Concludes that nonnative writers may benefit in significant ways from the attributes of word processing. (CFR)