The punctuation system presented in this paper has explanatory power insofar as it explains how good writers punctuate. The paper notes that good writers have learned, through reading, the differences among a hierarchy of marks and acquired a sense of independent clauses that allows them to use the hierarchy, along with a reader-sensitive notion…

Intended for researchers in a variety of fields, this journal issue contains articles that provide guidance for technical writing for publication. Following an introduction, the first article explores some of the reasons papers are rejected by editors, including research design problems, lack of clarity and style, or unsuitability for the journal.…

Described are strategies that help writing-disabled students improve handwriting skills (e.g., provide models, use prompting and fading techniques, teach proofing skills) and strategies that allow students to circumvent handwriting problems so they can concentrate on the subject matter content (e.g., typewriters, computers, oral reports and…

In this inquiry study, teachers will learn about the writing process and ways to improve virtually all facets of students' writing. Teachers will carefully examine their own beliefs about writing and the value of their own written literacy that can be modeled for students. Teachers will build professional communities in which they will interact…

This paper explains Bradley University's (Peoria, Illinois) neophyte Writing across the Curriculum Program, which has been in existence since December of 1997. Noting that the Program started with no outside money and with just a dream of developing undergraduate students' fluencies in their writing, the paper states that the goal was to encourage…

This list of year-by-year statements has been drawn together from England's National Literacy Strategy Framework for Teaching with a particular focus on writing. It sets out an illustrative set of targets for each year from Reception Year to Year 6 in different aspects of writing. The statements also take account of the stages set out in…

Written for those who have never written for a professional journal and for those who have had initial success in getting published, this fastback includes basic information about preparing a manuscript, suggestions that will help with acceptance by a journal, and a framework to design a writing program to help published writers achieve their…

Argues that literacy professionals, in schools as well as colleges and universities, need to write for the general public, and that if they do not, they are contributing to an educational crisis of unprecedented proportions. Provides suggestions on and examples of how to write for the general public. (SR)

Describes using meditation to write with greater concentration, continuity, and depth, at any level of writing skill. Describes how to consciously cultivate the ability to focus, follow, and trace ideas through writing. (SR)

Describes how, at the Alice Carleson School in Fort Worth, Texas, elementary school students have ongoing sources for meaningful writing tasks as they participate in the business of school. Offers examples written by students of in-house memos, letters organizing a conference, and solutions to school problems. (SR)

Assists science writers in presenting science news and concepts by identifying (1) three major difficulties lay readers often have in understanding science; (2) the kinds of ideas readers find counterintuitive; (3) ineffective approaches for explaining these notions; and (4) effective strategies that help people understand these difficult ideas…

Twenty-one suggestions are offered for successful writing for psychology journals. Suggestions include tell readers why they should be interested, consider alternative interpretations of the data, give concrete examples, write for a somewhat broader and technically less skilled audience than you expect to read the article, and don't take…

Outlines several reasons why teachers who write become better teachers. Discusses 13 steps in the process of becoming a writer. (SR)

Three methods of teaching spelling in classrooms are reviewed and critiqued from the standpoint of the poor speller. Activities vary in the extent to which they draw children's attention to phonological, orthographic, and meaning patterns. Activities and modifications shown to enhance the performance of poor spellers are presented. (Contains…

Discusses how teachers can encourage the development of story writing and the writing process in students with learning disabilities through using the World Wide Web. A fictional account of a middle school student with learning disabilities illustrates how such students can use the Internet to improve their writing. (CR)