Offers a poet's reflections on writing and his schooling. (PRA)

Maintains that the concept of decontextualization is fallacious, and that meaning is a dialectical process between reader and text involving, in addition, the intentions of the writer as well as the historical and cultural contexts of the text, or its place in the world of intertextuality. (EL)

Explores the intersection of poet William Stafford, the poet in each child, and poetry. Discusses influences of Stafford on the author during her academic training and subsequent academic career. Notes Stafford left behind a vision of the world, a way of thinking about the process of writing, and a respect for the writer that is each child as…

Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

Explores a way for writing teachers to provide feedback, assess growth, and monitor personal story narrative writing from a positive, supportive and holistic perspective. Lists and explains five dimensions of personal story narrative writing, discusses development, and provides examples of student writing. (PRA)

Argues for a rethinking of the act of writing as the creation of a work of art. Discusses the implications of how a change in view can affect the practice of teaching writing. (JC)

Examines the relationships between rhetoric, composition, form, and content. Notes the need to teach the forms of composition. Urges writing teachers to develop student self-consciousness and understanding of the writing process. (RL)

States that, for one instructor, professional inquiry in a graduate education program has led to a critical examination of day-to-day practice in the classroom, especially regarding the writing process in the grade 7-9 writing workshop he formerly taught. (PA)

Proposes a model which connects the acts of reading and writing in three cyclical components: the forming cycle, the coding cycle, and the reviewing cycle. Explains in each interlock of the cycles are the subprocesses generating, organizing, and editing. Notes that the sensor is centered where all three prime processes overlap, serving to…

Shares the views of five authors about what is being done in the name of whole language in the Canadian province of Nova Scotia. States that these essays represent only temporary perspectives, and that more challenging questions about the theoretical assumptions that underlie whole language will arise. (PA)

Describes a busy executive's writing process when writing a report for a board and points out its similarities to writing demanded of students. (EL)

Recommends using Bloom's Taxonomy of Educational Objectives as an aid to involve students in their writing and to overcome stilted diction while discovering that writing is a process. (CRH)

Reviews the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)

States that teachers who view themselves as writers experience the same sort of mental changes that regular writers do. Explains that attitudes about writing change, and higher interest in all things relating to writing increases. Argues that keeping a portfolio of writings is beneficial in the development of writing skills, even in writing…

Discusses three principles germane to the idea that writing is a response to its function, compares school writing with home writing, and suggests specific functions of writing that are frequently used in classrooms. (DF)