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| English Instruction | 8 |
| Higher Education | 8 |
| Writing (Composition) | 8 |
| Writing Skills | 5 |
| Teaching Methods | 4 |
| Academic Ability | 1 |
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| Audiences | 1 |
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| Exercise Exchange | 3 |
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| Bloom, Lynn Z. | 8 |
| Bloom, Martin | 1 |
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| Speeches/Meeting Papers | 5 |
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| Guides - Classroom - Teacher | 1 |
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Peer reviewedBloom, Lynn Z. – Exercise Exchange, 1973
Describes a method for teaching composition which develops students' intellectual and literary skills. (RB)
Descriptors: Assignments, English Instruction, Higher Education, Secondary Education
Peer reviewedBloom, Lynn Z. – Exercise Exchange, 1976
Suggests that students need to become aware of the relationship between one's writing and one's intended audience and presents a way for students to make this analysis. (JM)
Descriptors: Audiences, Content Analysis, English Instruction, High Schools
Peer reviewedBloom, Lynn Z. – Exercise Exchange, 1977
Presents a method that enables students to become aware of nonverbal communication and to incorporate it into their descriptive writing. (TJ)
Descriptors: Descriptive Writing, English Instruction, Higher Education, Nonverbal Communication
Download full textBloom, Lynn Z. – 1976
The purpose of a semester course for journalism and creative writing students at Washington University was to help students, through reading and writing portraits in "new journalese," become capable critics of new journalistic writing. Students first were introduced to the techniques of new journalism in Tom Wolfe's book on new journalism and in…
Descriptors: Creative Writing, English Instruction, Expository Writing, Higher Education
Bloom, Lynn Z.; Bloom, Martin – 1977
This study investigates the relationship between college students' learning of grammar and mechanics and their ability to compose. A random sample of students enrolled in the University of New Mexico's freshman English program was tested during three semesters. Several questions were addressed: Were the courses doing what they purported to do?…
Descriptors: Academic Ability, College Freshmen, Educational Research, English Instruction
Bloom, Lynn Z. – 1975
To speak, write, and react to language with awareness is to live at least somewhat more fully than to be oblivious to the manifold nuances and potentialities of language. With this idea in mind, the rationales, strategies, and implications of three language-related assignments for advanced composition are presented. The first assignment asks…
Descriptors: English Instruction, Higher Education, Language Instruction, Language Skills
Bloom, Lynn Z. – 1977
This paper points out that students who earn a Ph.D. in English in a conventional literary curriculum are often totally ignorant of linguistics, rhetoric, and current research in the teaching and learning of composition. Yet such knowledge is invaluable for many reasons. Graduate students can become more accurate critics of their own writing, if…
Descriptors: Doctoral Programs, Employment Qualifications, English Curriculum, English Education
Bloom, Lynn Z. – 1976
In order to promote professionalism and transform novice teaching assistants into capable instructors, the University of New Mexico has established a required course in "Teaching Composition." The course attempts to define institutional and departmental goals, and explore such issues in class management as organization, discipline,…
Descriptors: Basic Skills, Course Descriptions, English Instruction, Graduate Students
