Designed for elementary and secondary English and language arts teachers, this book provides 74 lists for developing instructional materials and planning lessons. The book also includes 89 practical activities and reproducible line master worksheets that motivate students to simultaneously improve writing skills, word usage, and vocabulary. For…

The case approach to composition is a successful alternative to the traditional pattern of instruction in which little attention is paid to the writing assignments given to students. An analysis of writing assignments from reputable textbooks reveals that many of them require instruction in some subject matter at the expense of instruction in…

Reemphasizes the connection between reading and writing and the benefits of reading activities as assignments in the composition class. Suggests situations where readings in the composition class can facilitate reader-writer interaction. (RL)

Public relations writing curricula must accurately reflect the writing responsibilities of public relations (PR) practitioners. This study provides descriptive information on the types of writing tasks conducted by PR practitioners. The study also investigates whether the type of writing and overall time spent writing vary with years of…

This book makes clear the connection between classroom writing and everyday writing by identifying common reader-centered writing features fundamental to both genres. It uses a building metaphor, a unique method that views writing as the putting together of ideas piece by piece to form a coherent structure. This process-oriented approach helps…

This book presents strategies for teaching the personal narrative, feature article, how-to article, and persuasive letter, and for teaching fiction and reflective thinking and writing. It includes definitions, lesson plans, originals for transparencies and photocopies, and sample student writing. The first four sections are: Teaching the Personal…

Discusses factors pertinent to evaluating various language performances of elementary school children. (SW)

Lists a number of ways in which science teachers can emphasize the development of thinking skills as demonstrated by writing. Discusses the elimination of multiple choice questions, replacement of long term papers with shorter papers, and revision of textbook questions used in assignments. (CS)

Shares how a teacher, librarian, and fourth and fifth grade students collaborated and wrote book reviews for new books in their school library so other students could read about the new acquisitions. (MG)

Describes writing assignments in which students in Pennsylvania, Montana, and South Dakota exchanged writing on BreadNet, an electronic network. Notes that as students wrote within a meaningful and purposeful communication context, they learned to test their stereotypes, to expand their writing skills, and to perceive the computer as an instrument…

Described are the experiences of one teacher with the teaching of writing in college level microbiology, virology, and immunology courses. Assignments, methods, evaluation, and student responses are discussed. (CW)

Discussed is the use of two short writing assignments and a peer review system in an undergraduate agronomy course to improve writing skills and the learning of agronomic principles. Provided is a course description and procedures used in the course. Student evaluation in the course is reviewed. (CW)

Examines differences among five assignments written by both Hong Kong and United States business communication students, focusing on reader orientation, writing objective, organization, grammar, syntax, usage, and format. Finds distinct differences between students of the different cultures using the same language and performing similar…

Describes a writing activity in which students imagine how a certain land area can become a world-class tourist attraction. Outlines how the assignment is carried out and its impact on the development of descriptive writing skills. Provides student response to the actual activity. (HB)

Using multiple baseline designs, we studied the effects of having seven 9th graders edit their papers until a naive reader accomplished a drawing assignment during writer immersion (communication in writing only). During Experiment I, students received no feedback in the first phase, teacher editing feedback in phase 2, and writer immersion plus…