Describes the use of oral traditional stories to teach sentence cohesion to students of English as a Foreign Language. Oral stories, when written, resemble the pupils' own work. By turning the former into a cohesive narrative, students can improve on their own stories. Temporal cohesion of the stories facilitates this practice. (PJM)

Gives suggestions for making tutorial writing sessions constructive and fruitful. A tutorial component is a program of individual meetings with the teacher for each student in the class. Their purpose is to go over with each student his essays or compositions. Benefits and cautions of these sessions are spelled out. (PJM)

Advice to junior high school writing teachers on the following topics: egocentrism in writers; the pitfalls of "creative" writing and "practical" English; the right stance toward reports and research papers; conventions, proofreading, and postwriting behavior; and the frequency of writing/writing assignments. (RL)

Five techniques for justifying the need for proficient writing skills to reluctant students are discussed. (HTH)

Advocates a difference in emphasis in the teaching of reading in Chinese. In this approach, students are constantly attending to the meaning of characters within the framework of sentences in passages rather than the phonetic labels those meanings have. Reading, then, is more than simple symbol-sound association. (Author/PJM)

A modified version of the traditional dictation exercise is recommended in order to answer two unmet needs which caused such exercises to fall into disfavor: the systematic teaching of specific points, and the use of authentic linguistic samples. (JB)

Outlines procedures for creating a learning experience out of writing evaluations. (RL)

The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)

Describes a method for teaching writing by utilizing the community as a source of information and by having students prepare written material for real audiences. (MAI)

Suggests a series of exercises designed to help students see the value of concrete writing, to help give new life to metaphors, and to encourage concrete evaluations of abstractions. (TJ)

Describes how twelve wordless picture books can be used to encourage the development of children's writing skills. (DD)

Urges teachers to deal with one problem at a time in students' papers when attempting to get nonstandard speakers to write standard English. (DD)

Suggests ways a cassette tape recorder may be used to improve students' writing skills. (DD)

Describes the steps taken by a fourth grade teacher and her students which resulted in the publication of a guidebook to metropolitan Denver. (DD)

Describes a freshman writing course in which writing is taught by practice in writing. (MKM)