Examines four common student misconceptions in grammar and punctuation, suggests the reasons for these misconceptions, and argues that teachers need to help students develop a thorough understanding of the English language system. (MM)

Attitudinal data from questionnaires and student written products were used to investigate how students' attitudes relate to their performance on typical test writing tasks. (HOD)

This farewell column reviews the form of fiction that dominates children's literature--the short story. Explains why the column's author is giving it up to pursue his own writing. (CRH)

Emphasizes the importance of having students write "artistic" responses to literature, thereby revealing what meaning the literary work has for them. (HOD)

The craft of writing is accessible to everyone. To revive it will require that students learn more--read more history and literature and philosophy--and think about problems and the ways human beings have responded to the universal dilemmas of life. (MLW)

Suggests that preventative measures, such as proper instruction in basic journalism classes, are not always enough to prevent plagiarism. Urges publications that have discovered they have printed a plagiarized piece to admit their error frankly to their readers. (MM)

The uses of a well-made standardized test are identified: as an assessment tool to help students identify their strengths, to improve learning programs, to help colleges select students, to gauge the learning of academic skills, and as an early warning system. (MLW)

Describes in diary form the process of reviewing new composition and grammar texts and noting their deficiencies and compares the offered material to what students actually need in composition instruction. (CRH)

Praises the Utah Writing Project and recounts the lack of continuing motivation to continue teaching, outside of isolated incidents. (CRH)

The research on literacy is ready for a better balancing of the theoretical with the problem oriented, particularly for those children, young people, and adults who are having difficulty with literacy: the poor, minorities, dyslexics, bilinguals, and high school and college students who are poorly prepared by their earlier experience. (CMG)

Describes a computer program developed to take the tedium out of writing comments on student essays. (AEA)

It is often taken for granted that speaking a foreign language is more important than writing it. Writing is, however, important and paradoxically we can only improve our spoken language by writing. Vocabulary and structures are more important than pronunciation and these aspects are, by and large, common to both speaking and writing. (Author/CFM)

Urges that freshman composition teach students a general, non-academic, popular expository style, and that it be staffed by professional writers. (DD)

The findings of this study indicate that developmental stages in the acquisition of written German did exist and that these stages were most clearly definable between every other level. (RC)

Team writing and shared ideas are interpersonal experiences that motivate children to write. (JH)