Argues that prewriting is the most important skill to emphasize and practice extensively in basic writing classes. Describes basic writers as almost universally neglecting prewriting activities. Suggests some guidelines for teaching prewriting effectively. (HB)

Describes a simple structuring device for teaching paragraphing skills which focuses the student's attention on the subject of the paragraph and a specific interest in the subject. Outlines how to use the method for showing basic writers how to proceed to longer compositions. (HB)

Claims recent research involving premature editing--thinking aloud for the study--is too narrow in scope to allow for basic writers whose writing processes do not resemble the model. Using eight basic writers produces evidence to support the claim that many or most basic writers can write without editing prematurely.(NH)

Writing critical reviews forces students to practice the two important forms of discourse that are part of the basics that teachers have been asked to get back to: exposition and argumentation. (Author)

Describes ways to help students improve their spelling ability. (MKM)

Reports on a study of the use of sentence combining in developmental writing classes. (MKM)

Cautions against overemphasizing poor mechanics and overlooking content in writing classes as an overreaction to the problem of deteriorating writing skills. (MKM)

Reviews studies on the effects of introducing word processing to basic writers. Presents the findings of an original pilot study which concludes that computer instruction causes basic students to write more. Suggests ways of improving instruction and obtaining more consistent results in future studies. (HB)

Reviews nine readers for basic writing courses in three categories: reader-rhetoric, readers designed for basic writing classes, and readers adaptable to both freshman composition and basic writing. States that texts should offer prose models and topics for composition as well as offering a selection appropriate to students who have difficulty…

Argues that if students are unable to show improvement after two semesters of innovative writing instruction, they should not be forced to continue to write essays. (AEA)

Applies the six stages of B. Bloom's taxonomy of cognitive skills to developing a pedagogy for teaching basic writing. (AEA)

Focuses on how writing center directors can use the resource of peer tutors and discusses the rationale for, the selection of, and the evaluation of tutor applicants. (AEA)

Divides texts into two groups, the first of which teaches a selected group of words; the second teaches strategies for learning vocabulary as well as teaching a selected group of words. (EL)

Discusses several advantages to using a tape recorder in composition instruction, including helping students hear sentence fragments, saving teachers' time, and building student morale. (AEA)