Contends that students need to be taught how to analyze their audience and to adapt what they say to that audience. Describes teaching methods used to introduce students to the use of a heuristic model for audience analysis in written discourse. (FL)

Describes a system for grading individual assignments that combines objective guidelines with flexibility for the instructor and gives students opportunities to earn positive reinforcement. Shows how the system allows for the addition or subtraction of quality points. (RL)

Demonstrates a model business-report format that can be used in business classes other than business report writing. (RL)

The author requires students to sample articles in two magazines and compare their readability levels. He also emphasizes the importance of writing directly--not up or down--to an audience. (RL)

Relates a two-part writing assignment for the study of poetry, in which students are assigned to write a critique in response to a particular question and are then asked to give a personal response. (TJ)

Describes "neutral scenes," a dialog exchange for which actors must supply the meaning. Contends the exercise provides young actors the opportunity to use all the basic tools they will need when they progress to more conventional scene work, such as finding conflict, using given circumstances, playing relationships. Advises analyzing the…

Presents three brief essays that discuss approaching traditional literature (Thornton Wilder's "Our Town," Mark Twain "Adventures of Huckleberry Finn," and Geoffrey Chaucer's "Canterbury Tales") in imaginative ways in high school English and vocational/technical classrooms. (RS)

Claims that capturing an adolescent novel in shaped, found, or structured poetry gives students ways to tell others what the novel meant to them. Discusses five poetic forms (riddle poem, found poem, character poem, poem for two voices, and repeat poster poem) and presents student poems. (RS)

Describes a short writing exercise that aims at expanding the cultural literacy of students and raises many questions about the process of interpreting literature. Notes that each student researches a biblical, mythological, literary, or historical reference and then writes a short paper explaining how the comparison adds to the understanding of…

Argues that exploratory discourse, an old but little appreciated genre, may be particularly suited for revealing and enabling the kind of thinking in matters that do not lend themselves to absolute proof. Discusses exploratory writing assignments suitable for freshman composition courses. (RS)

Critical thinking is being promoted as a vital element in secondary education. Home economics teachers can help students develop critical thinking skills through structured writing assignments beginning with free writing and proceeding to more formal papers. (SK)

Explores the use of the term "voice" in written discourse as a metaphor for "authority," a quality that distinguishes an effective writer. Proposes a "scale of negotiation" and a sequence of assignments for a 15-week term in which students gradually establish a position of authority over their texts. (RS)

Outlines an assignment for teaching job search skills, including writing a cover letter, resume, and interview follow-up letter. Proposes that the instructor act as interviewer, video tape each interview, and analyze each student's performance. (JAD)

Explains the guidelines for an exercise based on the poem "The Little Mute Boy" by F. Garcia Lorca. States that students are to: discuss synesthesia, the substitution of senses; explore the surreal senses; think about life without a sense; create a net of surprises; write a poem; and read the poem aloud. (PA)

Describes a writing project in which elementary students write Choose-Your-Own adventure stories. (SR)