Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Presents suggestions for teachers to help writing students understand when and when not to revise their writing. (HTH)

Outlines the stages of the composing process, differentiating between those of skilled and unskilled writers. Provides a list of suggestions for elementary school writing instruction. (HTH)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Discusses stories that show the actual processes and satisfactions of writing that can serve as models to promote children's writing interest and skills. (HTH)

Offers a five-step support technique for transferring speaking to writing and offers observations on helping children with the conventions of writing. (HTH)

Argues that there is a developmental relationship between children's performances in reading and writing tasks and describes two diagnostic tasks that teachers can use to assess young children's developing concepts of words in reading and in writing, without interfering with the natural processes of learning to read and write. (HTH)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

Describes an informal classroom research project that explored how children perceive the changes they make in their writing and what they think about when they write. (HTH)

Interviews Jan Turbull about her work with writing teachers in the St. George Writing Project in Australia. (HTH)

Brief essays discuss (1) a teacher's discovery of the difficulty of the writing process, (2) various methods of writing instruction that are still only a part of the whole, (3) the difference between children's writing at home and at school, (4) a method for teaching poetry, and (5) a fifth-grade book writing project for first-grade students. (HTH)

Explores the patterns in children's talk about their writing, by means of transcribed conversations during daily writing/sharing sessions in a first grade classroom. Discusses the importance of this kind of talk. (HTH)

A series of four parent newsletters helped one primary teacher explain how children were learning to write, the development of writing as a process, and what parents could do to help their children with writing. (RL)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)