Suggests an exercise to help students stop using incorrect word forms, which involves students in choosing a word, defining it, using it correctly in a sentence, and finding five other words using the original word as a root. (TJ)

Considers the situations of "interdisciplinary writing," writing done in correspondence with subjects other than English. Describes some methods and experiences in teaching interdisciplinary writing in a college level "Writing Science" course. (JT)

Suggests using debate in a composition class to teach decision-making skills, values clarification, and careful articulation of personal thoughts and opinions. (MKM)

Describes a technique, the "Guided Writing Procedure," for integrating content teaching and writing improvement. Provides a series of sequential steps for implementing the procedure. (TJ)

Offers a method of substituting new words for the words in a well-known phrase to demonstrate the power of syntax. (TJ)

Suggests using different newspaper accounts of the same news event to help composition students begin to understand that there is more than one correct way to write. (TJ)

Suggests the use of William Carlos Williams' poem, "Landscape with the Fall of Icarus," as a way of demonstrating the use of punctuation to change the meaning of a piece of writing. (TJ)

Stresses the importance of teaching students to revise and suggests a way to teach revising as part of class discussion. (TJ)

Suggests a method for helping students learn to revise their papers by carrying out a series of assigned tasks either individually or in groups. (TJ)

Proposes a formula for helping students learn to write paragraphs by requiring highly disciplined and limited material and sentences until students have acquired skills that permit more variety. (TJ)

Provides a sequence of assignments, and the theory upon which they are based, for composition courses that include film. Includes ordering information and an abstract for the film "Silent Snow, Secret Snow," upon which the assignments are based. (TJ)

Suggests a method for teaching the writing of persuasive letters in a context that seems relevant and significant to students. (TJ)

Discusses the procedures that the author uses to allow all her students to move easily and gradually from a fragmented description of a scene to a completed short story. (RL)

Traces the organization of a business communication course, noting that interspersing oral business communication assignments with written assignments keeps class interest high and challenges student ingenuity. (RL)

Advocates getting students to adopt a questioning approach to all writing, concentrating on writing effectiveness. Suggests some assignments that should develop such critical thinking skills. (RL)