Describes how writing with specifics can transform poetry, helping to create vivid pictures in the reader's mind. Offers three of the author's own poems that illustrate the judicious use of detail. (SR)

Discusses lighthearted writing, much of which has a serious intent as well as two highly desirable qualities: writer satisfaction and reader-appeal. Offers examples of all sorts of lighthearted writing including lighthearted writing from the classroom. (SR)

Discusses the author's goal of helping students see how mistakes in their writing distract readers and how errors have influenced the grade. Recommends the careful use of the "red pen" noting that it is easy to forget its power. Suggests that teachers use this power to help students grow as writers. (SG)

Maintains that the author's authentic voice as a writer is "constructed more than it is gushed." Describes how, when the author tinkers with words, when he shifts, cuts, changes, and arranges them to achieve certain effects, it isn't the writing only that he crafts: he is also crafting an identity. Notes how this applies to teaching…

Describes a "quick-write" as a 1-3 minute written response to a short piece of writing in which students either write as quickly as they can all that comes to mind in response to the work, or borrow a line from the work and write off that line. (SG)

Considers five ways in which the theories that inform writers' workshop have been oversimplified to the point where the power and intent of the original idea is lost. Argues that these oversimplified ideas need to be examined and made complex again. Presents Donald Murray's supportive response to the article. (SR)

Points out that there is an enormous amount of material from the world of art that can help people see and, therefore, help them write. Notes the connections between writing and visual art as expressed in the work of many writers, including the author. Offers suggestions on how to explore the connections between writing and art. (SR)

Describes one teacher's experience teaching writing as she gets involved in writing along with her students. Discusses how she uses her own writing as examples of the writing process for the students. Explores experiences teaching and writing fiction. (SG)

Describes how one teacher worked with a learning-disabled sixth grader, who benefited from the opportunity to write about what he knew and cared about. (SR)

Outlines a successful children's literature author's struggle with writing in high school and college. Contends that stories are vital because they are experienced. Notes that children's literature is about the possibilities of childhood. (PM)

Describes the author's experience when the director and teacher-trainers of a writing program persuaded him that the oral interpretation he wished them to perform was too troubling and explosive to use. Outlines his questions and anguish about the incident, and the urgency of dealing with the dilemmas of multiculturalism, racial intolerance, and…

Suggests the authentic audience found on the Internet has a profound effect on the quality of student writing in all grades, and that the key to successful technology projects is integrating them into the curriculum so that computers are a means, not an end. Offers ideas for classroom activities and projects using stand-alone computers, and using…