Suggestions for teaching writing to students in grades seven and eight range from student journals to spelling bingo and other writing games. (DD)

Includes resources on writing, reading, English/language arts, mass media, and communication skills. (DD)

Advocates creating a content centered writing course with research assignments that demand critical interpretation as well as appreciation of the processes writers undergo to create clear, informed, and developed prose. (CRH)

Teachers should draw from the resources of their economic, educational, governmental, and religious communities in teaching composition. (DD)

Lists four categories into which the findings of the National Assessment of Writing fall: Useful and Interesting, Useful and Uninteresting, Useless and Interesting, and Useless and interesting. (RB) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Points out flaws in the current National Assessment of Writing model and its results, but concludes that the National Assessment is a step in the right direction. (RB) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Exercise Development).

Provides a brief historical perspective on the teaching of high school composition and reviews seven ERIC documents which deal with this subject. (RB)

A poet-in-residence discusses some of his teaching techniques for exposing students to a variety of poetry. (MM)

Methods used by the National Assessment of Educational Progress project for regularly collecting census-like information in ten subject areas on the knowledges, skills, understandings, and attitudes of nine-, thirteen-, seventeen-year olds, and young adults. Article deals with the areas of reading, literature, and writing. (RB) Aspect of National…

The poet is a person who wishes to communicate and his audience is people willing to respond to someone else's experiences. The classroom should provide the setting for such interaction. (Author)

Recommends a scheme for relating language study to the arts through the teaching of "image,""connotation," and "symbol." (JL)

Reports how participation in a summer program of the National Writing Project helped to revitalize a junior high school English teacher and the 1,000 teachers she herself taught. (RL)

Relates the positive effects of using an historical document as a stimulus for class projects in the English classroom. (RL)