Offers five tips for teachers to give students when they are criticizing the work of their peers. Offers four pieces of advice for advisors when evaluating the writing of their students. (MG)

Examines the characteristics of three approaches to the teaching of writing (traditional, tutorial, and group). Demonstrates how the combined use of pair work and peer feedback, features of the group approach, enables students of English as a Second Language to learn from each other and improve their writing. (HB)

Describes a 12-week Humanities Out There (HOT) partnership with a class of juniors characterized by their ordinariness in a predominantly Latino school district. Concludes that many students, who would not have considered going to college because they believed themselves academically unprepared, began to identify the university as their goal as…

Argues that teachers who write are in a better position to guide students, provide useful feedback, and show the real value of writing. Discusses remembering the agony, sharing the ecstasy, giving authentic feedback, growing a community of writers, and remembering the reason people bother to write at all. (SR)

Presents two brief articles--the first discusses purposes for using children's picture books in a secondary classroom, activities for children's literature, and integrating children's books into the classroom curriculum; and the second discusses using folktales in the classroom to engage reluctant readers and writers, suggests ideas/topics for…

Offers brief descriptions from four English teachers of activities they have successfully used with high school English students, dealing with Standard English, cliches and word choice, group vocabulary work, and the love of words. (SR)

Considers how the "process approach" to writing presupposes that a student has an idea, possesses a reasonable control over syntax, and has an appropriate vocabulary. Suggests that students need something "outside the box" to help them enhance the quality of their writing. Presents a project using multimedia tools to enhance…

Discusses four books that will be useful to teachers who are rethinking how and why they teach grammar, and who want to connect and imbed the study of grammar in students' thinking and writing. (SR)

Describes how the author teaches her eighth-grade students to revise their writing, providing "working revision days" in class, offering direction and structure, and thereby helping students learn how much impact going back to a piece of writing and making sweeping changes can have on the end result. (SR)

Designed with real teachers and real conditions in mind, this booklet presents a model for a writing-across-the-curriculum/writing-to-learn program that can be used in all classrooms in all subject areas from grades 4 to 12. The model presented in the booklet defines five types of writing assignments and the outcomes expected for each--using…

Proponents of writing across the curriculum are quick to clarify that writing to learn is not the same as learning to write; but as flip sides of a single coin, the two support one another. Across-the-curriculum writing finds its merit in removing students from their passivity. Cross-curricular writing activities fall into two groups--expressive…

This guide to effective writing strategies is based on three ideas that provide motivation for writing skills development in an advanced placement history class: students learn to write by writing; problem essays are more effective in developing writing skills than topic essays; and writing is a learning tool. Stressing that writing practice is…

Seven secondary school teachers discuss the need for writing centers in secondary schools and identify the services they should provide. Includes descriptions of existing writing centers, and suggestions that writing centers should help students change their perception of writing as well as intervene in stages of the writing process. (JG)

This study investigated whether computer science educational background makes secondary students more adept at using word processing capabilities, and compared computer science and non-computer science students' writing improvement with word processing use. Computer science students used more sophisticated program features but student writing did…

Recommends having students keep a reading journal on reading assignments as a way of getting them involved in reading, thinking, and discussion. (EL)