Shows that the compulsion for neatness in students' in-class writing assignments is something that teachers should resist. (RL)

Recounts one Black student's writing development during the first semester of a freshman composition course. Provides background on how the course was organized. (RL)

Discusses approaches to writing poetry in high school English classes, giving students many successful writing experiences in which classmates can commend each other's word choices. Offers three patterns for generating in-class poems. (RL)

Provides content area teachers with teaching strategies designed to integrate writing instruction into their classes, not only to improve student writing skills but also to enhance subject matter learning. (RL)

Reviews writing research and practice to formulate directions for developing student writing processes. (RL)

Proposes "Pencil Meditation Day"--the first day of a unit on writing--and its attendant motivational devices as a way to convince students that their written contributions will be valued and that their minds are sources of power. (RL)

Notes the advantages of "staff grading," a procedure for student evaluation that distinguishes the teacher as a helper from the person who evaluates students and supplies a measure of growth in writing. (RL)

A review of the writings of a former "English Journal" editor shows a maturing growth in his conception of the composing process and reveals him to be the percursor of many present composition practices. (Author)

Discusses 11 specific activities that teachers can emphasize as part of the revision process, including altering form, organizing material, creating transition, deleting material, expanding information, emphasizing ideas, subordinating ideas, creating immediacy, improving syntactic structure, improving language use, and cleaning up. (RL)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

A high school English teacher with repressed urges to write reports on his self-discovery as a result of writing in class with his students. (RL)

Shows how Tim Gallwey's psychological approach to the game of tennis can be readily applied to the art of writing. (RL)

Presents a checklist for a good writing assignment, illustrating its value through the development of an assignment based on a short story by Jack London. (RL)

Provides a writing assignment that introduces the use of an invention heuristic to students of middle school age. Illustrates the use of the assignment with the prewriting and in-class essay of a nine-year-old student. (RL)

Fifteen writing instructors report their favorite ways of getting students to write. (RL)