Teachers can help students discover what they have to say by encouraging revision as an integral part of the writing process. (DD)

Discusses 10 rules of thumb for writing educational research reports that are concise and accessible. The principles include writing in terms of people, emphasizing the positive, editing for simplicity, and breaking any of the previously discussed rules when necessary. (HTH)

Discusses the prewriting process in terms of forces that affect prewriting, prewriting as rehearsal, and eight signals that tell writers that a piece of writing is near. (DD)

Urges teachers to hold individual conferences with students in order to meet students' individual writing needs. (RB)

Revision--the process of seeing what you've said to discover what you have to say--is the motivating force within most established writers. Since most writers need to revise over and over, teachers should not communicate revision to students as punishment. Many students are given only one opportunity to produce a writing project, but students…

Students who are not writing, or not writing well, may have a second chance to do so if they are able to receive the counsel of published writers to write before writing. These students should be told of the importance of prewriting. Most writers need time to wait for ideas to formulate. In this preparatory stage, writers feel four pressures that…

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

Presents a rationale for teaching writing in today's multi-media, electronic age and suggests teaching techniques for improving writing skills. (RB)

A basic college composition course without class meetings in which the instructors responded individually to each student's writing is described. The content of the course was each student's writing and the teaching method was the student writing and the teacher reacting in conference. Each student received a question-and-answer sheet, a brief…

Views the writing act as an act of exploration rather than the reporting of what was discovered and emphasizes six elements that achieve the surprise in writing, including expectation, ease, and acceptance. (DF)

Suggests a six-step exercise that can be used in one 50-minute session to help students (or teachers at a workshop) experience the writing process of prewriting, writing, and rewriting with response from a peer. (TJ)

Pupils can learn to write more effectively if they go through the cycle of prewriting, writing, and rewriting practiced by the publishing author. The writing class should not be hampered through studying writing backward, from the process of reading, or through the restrictive efforts of a too-precise teacher. By becoming aware of his world and…