Uses ideas contained in King's book as the basis for a unit on critical analysis of horror films for composition students. (NKA)

Describes how a "broadcasting minicourse" can inform students about a medium that surrounds them and motivates them to write more precisely. (CRH)

Describes the steps a writer can go through in producing an article and how a word processor can facilitate the thought and compositional processes. (CRH)

Describes how a writing center was established at Oak Knoll School in New Jersey which used honors English students as its staff and how it helped relieve students' negative attitudes towards writing. (CRH)

Establishes the value of teachers attending writers' workshops and indicates how teachers can stimulate student writing by having them respond to thematically selected readings from literature. (CRH)

Methods for blending the language of the street with the language of the library, the integration of the language of film, a visual and oral languae, with the written language of great literature and good composition. (Author)

Describes an English course that capitalizes on the popularity of running, integrating running with reading and writing activities. Notes the positive results of this interdisciplinary approach. Provides samples of student writings. (RL)

Contains suggestions for improving writing instruction and stimulating student interest in writing. Suggests contest writing, using the poem "Jabberwocky" for vocabulary development, and an activity for structuring creative thinking. (JT)

Reflects on a former college instructor's student teaching experience in middle school and how he had to adapt his own teaching preferences and inclinations to a new circumstance. Critiques pre-service teacher education programs. (TB)

Argues that writing teachers who do write do not represent the majority of high school writing teachers and that their efforts should not be construed as a mandate for the rest of the high school writing teachers. Concludes that most writing teachers do not write because of a lack of time. (RS)

Describes a successful unit on language that involved having students describe a specialized use of language they had personally experienced. (DD)

Approaches a writing assignment in an all-girls classroom by differentiating between what men think is funny ("guyfun") and what women think is funny ("galfun"). (NKA)

Focuses on the positive impact of the professional development model that has evolved from the initial set of principles and practices James Gray laid out for the Bay Area Writing Project at the University of California in Berkeley in l974. (NH)

Appraises the results of an exercise in which students in a composition class attempted to write detective stories. Concludes that many of their syntactic errors result from their intentions exceeding their level of writing skill. (RBW)

Describes a writing unit for junior high students in which they respond in writing to art reproductions or photographs and are responded to in turn by their classmates. (CRH)