Describes videotaped materials presenting interviews with established authors that are available for use in writing instruction in secondary schools. Eight suggestions from famous writers are included. (DF)

Presents an outline of a writing program designed to provide both the mental stimulation and ego involvement that enhance retirement life. (RL)

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)

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 evolution and impact of the "English Language Arts" series published by the National Council of Teachers of English in the 1950s. (DD)

Describes a ten-week elective English course for seniors. (DD)

Explains how a teacher engages students in conversations about the teaching of writing and the use of portfolio assessment. Contains student input on a number of assessment criteria: range, flexibility, connectedness, independence, and conventions. (TB)

Describes a combined process writing approach and extended conference method of writing instruction applied to eighth grade students. Presents the experiences of several students who refused to write at first but soon became proud of their writing after several extended conferences. (RS)

A high school teacher has created a unit to help uninspired seniors write personal essays for college applications. Students could move away from formulas to regain their freedom and voice in writing with the help of carefully developed steps.

English classes should develop the use of good English in student compositions, which should in turn influence student morality. (JH)

Suggests 34 oral and written activities involving jobs, which can be used to motivate students to write. (DD)

Surveys successful teachers and their writing students on preferred teaching emphases and response practices. Notes that successful teachers deemphasize response after a piece of writing is complete and do not use writing for testing students, but comment during process so students will learn to think for themselves. Reports contrasting student…

Claims that written tests are superior to objective, scan-tron tests in literature, composition, and vocabulary because they require students to think on paper. Describes the following types of in-class written tests and examines the advantages of each: literary essay, topical composition, imitation, brief answer, timed rewrites, and vocabulary…

Explains ways of helping students to analyze and correct their spelling errors. Emphasizes the difference between composing well and using correct spelling. (EL)