Describes a set of tools (called Story Maker, Pre-Fab Story Maker, and Story Maker Maker) for teaching creative writing that takes advantage of the potential power of the social situation in the classroom, focuses on higher-level structures in text, and integrates reading and writing in school. (AEA)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

Suggests ways to help students revise their written compositions by teaching them to "see" their work again. (DF)

Suggests incorporating business writing into a freshman English course. Outlines three writing and research assignments: a financial status memorandum, a management analysis report, and an evaluation of applicants for a position at a university. (TJ)

Tips for teachers who want to get their writing published, lists of resources with information on publications, and annotated list of journals for English educators. (RL)

Recounts the rationale and design of an ongoing attempt to use sentence-combining as a basic component of an effective instructional technology and to integrate that technology into a course in technical exposition. (TJ)

Included among the 10 commandments for good writing are: (1) Write with verbs and nouns; (2) Write for yourself and other people; (3) Do not write in jargon; (4) Read aloud your writing; (5) Do not write cluttered sentences; and (6) Use concrete words and phrases. (JN)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

Techniques for teaching letter writing in a composition class are given, using actual employment ads for which letters of application are written. (HTH)

Describes activities designed to show that poetry composition in the English as a Second Language classroom is a workable way of practicing writing skills and need be neither a boring activity nor disordered reverie. Students' poetry will be greeted not with silence but with discussion, argument, laughter, and wonder. Several poetic devices are…

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)

Shows that the compulsion for neatness in students' in-class writing assignments is something that teachers should resist. (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)

Reports on a variety of ways to use the college newspaper in a remedial writing class. (MKM)

Suggests that oral interpretation units in language arts courses have value in themselves in addition to their value in helping students improve their writing skills. (DD)