Presents an outline of a writing program designed to provide both the mental stimulation and ego involvement that enhance retirement life. (RL)

The effect of context on the scoring of essays was examined by arranging that the scoring of the criterion essay would be preceded either by five superior essays or by five inferior essays. The contrast in essay quality had the hypothesized effect. Other effects were not significant. (CTM)

Suggests how to teach the writing of technical proposals; thoroughly discusses each section that should be included in such proposals. (TJ)

Contends that the subtleties of good writing are best learned by imitating proper models. Notes that the trick to using imitation in writing instruction is knowing how to assign imitations and differentiate them carefully from plagiarism. Offers exercises as suggestions and student writing as illustrations. (RL)

An argument for using various letter writing assignments to help students develop their writing voices. (RL)

Shows how having students write journals about their learning experiences was an effective teaching technique in the primary grades. (RL)

Presents a classification of discourse, designed for the beginning writer, for which the basic taxon is the tactic--"any conscious decision of the writer to add to, subtract from, or alter in any way what he or she is writing." (JM)

Describes the use of oral traditional stories to teach sentence cohesion to students of English as a Foreign Language. Oral stories, when written, resemble the pupils' own work. By turning the former into a cohesive narrative, students can improve on their own stories. Temporal cohesion of the stories facilitates this practice. (PJM)

Gives suggestions for making tutorial writing sessions constructive and fruitful. A tutorial component is a program of individual meetings with the teacher for each student in the class. Their purpose is to go over with each student his essays or compositions. Benefits and cautions of these sessions are spelled out. (PJM)

Advice to junior high school writing teachers on the following topics: egocentrism in writers; the pitfalls of "creative" writing and "practical" English; the right stance toward reports and research papers; conventions, proofreading, and postwriting behavior; and the frequency of writing/writing assignments. (RL)

Six core principles which serve as guides for instruction with a cognitive-developmental approach to composition are discussed. This approach combines writing as problem solving with recognition of external factors that influence writing. (HTH)

Five techniques for justifying the need for proficient writing skills to reluctant students are discussed. (HTH)

Advocates a difference in emphasis in the teaching of reading in Chinese. In this approach, students are constantly attending to the meaning of characters within the framework of sentences in passages rather than the phonetic labels those meanings have. Reading, then, is more than simple symbol-sound association. (Author/PJM)

Proposes that an awareness of writing as a process is the necessary basis for building effective writing programs, provides examples of activities that promote more creative writing samples, and expresses the need for emphasis on different purposes and audiences for writing assignments to broaden young writers' styles. (HTH)

Provides evidence from various writing research and instruction projects that illustrates one of the basic problems inherent in writing evaluation: the instructor/evaluator's understanding of good and bad, right and wrong, effective and ineffective writing may not be as straightforward or sacrosanct as rhetoric texts suggest. (RL)