Reviews recent complex and somewhat confusing evidence on writing-to-learn. Draws on the field of cognitive psychology to offer a way to reconceptualize how researchers might approach the study of the impact of writing on learning. Considers five methods for assessing structural changes in knowledge due to writing. (MG)

Considers the effectiveness of using prose modeling in the composition classroom. Studies the differences in response between expert and novice writers who were asked to write essays in an unfamiliar form based on a prose model. Indicates that use of a prose model affects student response. (HB)

Considers the written genres of a group of six children in a first-grade classroom. Reveals the children to be active participants in the social dialogue of their classrooms. Outlines their use of genres and describes where these genres may have come from. (HB)