Discusses 10 rules of thumb for writing educational research reports that are concise and accessible. The principles include writing in terms of people, emphasizing the positive, editing for simplicity, and breaking any of the previously discussed rules when necessary. (HTH)

The author reviews research on the relevance of teaching grammar to improve composition skills and finds that research studies conducted over the past 75 years have indicated there is no correlation between ability in grammar and quality of composition. (KC)

A Caldecott Medal author-illustrator describes his development into a writer of children's books. (AEA)

Describes one author's approach to writing stories for children. (AEA)

Recommends a book on fiction writing to those interested in the art of storytelling. (AEA)

Discusses five qualities that underlie the approaches used by effective writing teachers. (DD)

A set of suggestions the author uses in his graduate/undergraduate writing courses and when acting as a consultant for public and private organizations. (PD)

Presents dictionary definitions of "plagiarizing" and "copyright" and discusses the difference between plagiarizing and paraphrasing, giving illustrations of each. (TJ)

A tongue-in-cheek version of a school administrator's "memorandum" illustrates how simplistic solutions to the educational problems, such as establishing minimum competencies for writing achievement, are generated and why they may not solve the problems. (RL)

The article discusses motivating gifted children to take greater enjoyment and interest in literature and composition through inspiration from in person and mixed media exposure to authors of children's books. Focus is mainly on the "Profiles in Literature" series of videotaped interviews with authors, distributed by Temple University. (DLS)

Examines the thread of the rhetorical tradition, from ancient through eighteenth-century to modern times. Considers the implications for composition research and instruction that stem from such a review. (RL)

Discusses the approaches college students often take in writing literary interpretation essays for introductory courses in literature, and suggests more profitable approaches students might take. (DD)

Reviews developments in composition in light of the current lack of attention to contexts for writing, proposes a conversational model for the interplay of reading and writing, and explores the implications of the model for teaching. (DD)

A defense of the passive voice against charges that it is wordy, obscure, and ineffective. (DD)

Suggests the value to modern students of paraphrasing and describes exercises in paraphrasing. (DD)