Fifteen writing instructors report their favorite ways of getting students to write. (RL)

Describes how to motivate students by helping them publish their own writing or find commercial firms to publish it for them. (DD)

Lists 16 questions for eliciting student writing. (JT)

Recounts the experiences of a writer-in-residence at a small liberal arts college as she helped her students through the composing process. (RL)

Describes successes encountered in teaching and sponsoring a school newspaper, and encourages others to sponsor school papers despite the pressures operating against such publications. (DD)

Presents the benefits to be derived from journal writing and provides 47 ideas for journal writing. (DD)

Suggests why four prime time television series are worthy of attention in the English classroom and suggests topics for classroom discussion and writing activities based on them. (DD)

Presents guidelines for planning, developing, and revising a high school writing laboratory program. (RL)

Offers four evaluative questions for revising writing assignments into vehicles that steadily move students toward writing fluency. (RL)

This second in a two-part series suggests more than 60 ways to use the young adult novel to enrich the composition program. (DD)

Students can be motivated to write by games such as rewriting well-known passages or inventing phrases which express a thesis presented to them. (DD)

Designed for instruction in letter writing for secondary English classes, this article suggests that students write for free items. (DF)

Provides content area teachers with teaching strategies designed to integrate writing instruction into their classes, not only to improve student writing skills but also to enhance subject matter learning. (RL)

Discusses 11 specific activities that teachers can emphasize as part of the revision process, including altering form, organizing material, creating transition, deleting material, expanding information, emphasizing ideas, subordinating ideas, creating immediacy, improving syntactic structure, improving language use, and cleaning up. (RL)

A high school English teacher with repressed urges to write reports on his self-discovery as a result of writing in class with his students. (RL)