Describes how the four traditional kinds of writing (description, narration, exposition, and argumentation) are used in advertising and suggests ways that advertising and the four modes may be used to teach composition. (DD)

Offers five suggestions for differing the format of the traditional book report. (MKM)

Offers information and suggestions for constructing and using essay questions for assessing inquiry learning. (Author/RK)

Asks what can an advanced composition course offer its students that is both new and valuable to all of them despite the diversity of students' fields and career goals? Argues that job-related writing requires special attention to audience. Suggests ways to organize course content to develop audience awareness. (JG)

Discusses the heuristic role of yes-no questions in college composition and provides two such methods for brainstorming and focusing. Presents a binary graph device ("Matrix") that correlates subjects and concerns to generate yes-no questions. Also presents a flow-chart model structuring information in the question-evidence-resolution pattern. (JG)

The article identifies five modes of thinking--defensive, productive, adaptive, elaborative, and developmental. Case studies of artistic, creative writing illustrate the modes. A writing program designed to identify and develop these thinking modes is described. (Author/DB)

The article considers the research basis for use of word processing with learning disabled fourth grade students, notes the special demands word processing makes on teachers and students in the initial learning stage, and suggests instructional approaches. (DB)

Contributors present (1) a tactical approach to paragraph patterns and comprehension that can be used on all grade levels, (2) three objectives of an instructional framework, and (3) a plan consisting of two sequential hour-long lessons that are elaborated. (JK)

A first grade teacher describes a writing program developed with students that begins with lists and half sentences, through learning to edit, and finally word processing on the computer. The tell-it-to-the-teacher box, daily logs, personal dictionaries, and special person's books are explained. (MT)

Describes a method whereby students of French apply small increments of grammar and vocabulary immediately in daily 15-minute writing sessions in which they write brief, structurally sound compositions and focus on language use rather than on translation of ideas from English to French. (MSE)

A teacher of secondary learning disabled students describes an effective way of teaching grammar, mechanics, and usage by focusing on revising and editing of the students' own work. (CL)

Offers suggestions for five computer-oriented classroom activities. They include uniting a writing class by having them collectively write a book using a word processor, examining FOR/NEXT loops, using a compound interest computer program, and developing a list of facts about computers. Includes four short programs which erase monitor screens. (JN)

Describes how the combination of composition activities and oral reading encouraged a group of slow learners to read. (KS)

Providing a listing of an essential core of content to be taught and learned in each grade level, this paper presents content standards in four major areas of communication/language arts: reading, writing, listening/viewing, and speaking. The standards are organized by separate grade levels for grades K-9 (except grades 9-12) so readers can…