Writing exercises used as a means of reinforcing language presented and practiced in the spoken medium should include clear cues for the student that can stimulate and guide the writing of connected sentences. Three principles are suggested as being fundamental to the planning and use of effective exercises: (1) focus throughout should be on the particular form which the student has to learn; (2) the form should be presented in the context in which it usually occurs; and (3) a variety of techniques that include different media as well as a range of ways of cueing should be used in order to present and practice the items concerned. Visual items, such as individual pictures, picture sequences, maps, flow or tree diagrams, tables, and histogram or line or pie graphs, are included in the text, and the way each cues the learner to a different form and method of verbal presentation is shown. The aim of these exercises, in which the linking of the verbal and visual is vital, is to limit the visual display in such a way that key language forms and functions may be incorporated in the model text. The learner should be able to transfer smoothly from one medium to another. Actual or potential difficulties for each example are discussed. (Author/MHP)