Describes how one teacher learned to eliminate ethical and pedagogical problems inherent in student journal writing by placing restrictions on assignments. (ARH)

Presents a humorous account of possible dissertation topic and its rejection. (EL)

Outlines one school's approach to using microcomputers to help teach writing skills in high school. (MD)

Presents ideas on writing instruction for teachers of mathematics, physics, accounting, biology, and social studies. Contains guidelines for designing writing assignments in various content areas. (EL)

Discusses some of the pitfalls inherent to writing news headlines. Distinguishes between feature and editorial headlines and news headlines. (HTH)

Notes that, contrary to what is widely thought to be true, research studies exist which lend clear-cut support to the teaching of grammar as a means of improving writing. Describes one such study. Suggests that the place of instruction in grammar in the curriculum must be reconsidered. (RS)

Advocates writing in-depth captions for yearbooks, including the five W's (who, what, when, where, and why) and one H (how). (SR)

Describes a process (AIR: Achievement, Improvement, Reflection) that helps students organize their portfolios and see their own achievement and improvement. (SR)

Discusses the architectonics of four essays: John McPhee's "Travels in Georgia," Richard Rhodes'"Death All Day," and two by student writers. Diagrams each essay, showing how these writers built bridges of words over experiences. (SR)

Offers a description of the journalistic way to write, condensed into the acronym CODE (Collect facts, Order, Development, and Edit). (SR)

Discusses the use of spell checking and grammar checking software by high school journalists. Argues that, though they are useful, they are far from foolproof and are used best by students who have been taught the basics of spelling, editing, and grammatical writing. (SR)

Considers the teaching of grammar and its importance in the writing classroom. Examines what grammar is; why writing instruction has moved away from grammar; differing opinions regarding grammar and writing instruction; and grammar's place in the writing classroom of the new century. Argues that grammar must be applied to students' own writing.…

Discusses parallels between the initial training of young horses and the training of beginning journalists. Looks at the importance of time and energy, patience and discipline in achieving success with both. (SR)

Offers heresies about reading, grading, and commenting on student papers which may relieve teachers from constant paper grading. Recommends using peer audiences, deemphasizing grading, expanding and elaborating the stages of the composing process, and modeling effective writing behaviors for students. (RAE)

Describes a synonym exercise--composing an essay without using the verbs "be,""have,""go," or "get"--which increases students' awareness of at least six different language features. (MM)