Every student is excited reading his own writing published in books. (JH)

The goals of visual literacy experiences are to give the student skill in "reading" visuals and in expressing himself and communicating through visuals. (JH)

Presents a rationale for teaching writing in today's multi-media, electronic age and suggests teaching techniques for improving writing skills. (RB)

If writing is the exploratory process that motivates students to contemplate their lives, then it must serve the same function for teachers. (Contains several teacher written poems.) (Author/RB)

Concludes that high school teachers are performing the task of teaching composition satisfactorily. (RB)

Lists four categories into which the findings of the National Assessment of Writing fall: Useful and Interesting, Useful and Uninteresting, Useless and Interesting, and Useless and interesting. (RB) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Points out flaws in the current National Assessment of Writing model and its results, but concludes that the National Assessment is a step in the right direction. (RB) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Exercise Development).

A poet in residence and creative writing instructor at Duke University visits some North Carolina high schools and introduces students to techniques which will prepare them for creative writing. (RB)

Presents a sample of short writing assignments flowing from carefully prepared lessons that isolate specific learnings, guide processes closely, and appeal to student interests. (RB)

Provides a brief historical perspective on the teaching of high school composition and reviews seven ERIC documents which deal with this subject. (RB)

Four practicing teachers discuss the effect of advertising language and how it affects the teaching of correct usage. (EL)

Argues that educational reform will fail unless the priorities of reformists and adolescents are rendered more harmonious. Discusses establishing a congenial tone in the classroom and giving students greater responsibility for curriculum choices. (EL)