This article examines relationships in the writing process and offers some strategies to address student needs on both the cognitive and affective domains.

In this article, the authors focus on the decision-making process that goes into professional writing and ways to emphasize ethical decision-making in writing classrooms. Professional writing has at its core an emphasis on action and audience. Certainly teachers want their students to write effectively--to serve their clients, organizations, and…

The key to establishing a defense against plagiarism is understanding the reasons that students engage in the process in the first place. Many students enter new grade levels academically unprepared for new challenges. When students encounter gaps between knowledge and the expectations of the classroom, some engage in unethical practices to propel…

Presents a series of exercises aimed at helping students generate lines and ideas for their poetry. (MM)

Presents a series of three lessons based on found poems. Including a discussion on what poetry is; developing a poetic; and sharing poetry with others through peer analysis and small group discussion of each student's found poem. (RAE)

Describes a project that provided students with the opportunity to observe and comment on their own writing throughout the year through observations of their childhood writing, a series of journal writings, and writing taken through revision. (EL)

Reviews the major elements of short fiction to suggest the primacy of voice in creative writing, and recommends approaches for helping students develop voice in their writing. (NKA)

Describes a writing assignment in which students collected oral histories from Vietnam veterans in their community, edited the transcripts of their interviews, prepared manuscripts for a booklet of ten interviews, and composed cover letters for the final product. Notes positive effects of both the revision work and the primary research. (JG)

Recounts the problems encountered over a period of time in dealing with a particularly difficult and unruly class, and finds that the writing process helped to close the gap between teacher expectations and student apathy. (NKA)

Advocates using unassigned, student-generated topics for writing assignments. (EL)

Recommends the use of Charlotte K. Brooks' book "Tapping Potential" by English teachers who deal with minority students. Discusses how the book treats everything from language development to reading and writing to literary criticism from the Black aesthetic point of view. (NKA)