"Process and Intention: A Bridge from Theory to Classroom" is rooted in a time when intuitive, experience-based awareness that we should "Teach Writing as a Process Not Product" (Murray 3) was bolstered by systematic research into the complexity of writing. Lots of years have passed since those days, so as a reminder, the author mentions five…

Raises questions about the epistemology inherent in composition studies, especially with regard to the issue of modeling. Investigates the usefulness and implications of modeling theory for contemporary composition study. Provides a context for discovering what it means to construct models of writing processes. (HB)

Describes three fifth-grade students in the author's school who used humor in their writing assignments. Offers samples of their work and their observations about it. (SR)

For teachers of speech-oriented basic writers, the choices of what to teach--and what to count as learning--ought to be guided by those requirements of academic culture that are indispensable for basic writers to know, specifically the use of written language, a discourse specialized in both form and function and differing substantially from…

This book dares educators to rethink their beliefs about how they design writing workshops, use writer's notebooks, choose appropriate genres, teach spelling, help students connect their reading to their writing, and even edit and publish students' writing. Filled with stories and work samples of real children in a diverse urban setting, the book…

Presents examples of writing to show that glory provides a better pretext for writing teachers to think about the motives for writing than those that are set forth in textbooks. Notes that these examples are of ordinary glory, glory as it appears in the writing of students and teachers and judges in writing workshops. (RS)

Encourages student writers to read rhetorical examples more critically and to internalize writing options based on a variety of modes and ideas. (CRH)

States the importance of content in the process writing classroom. Demonstrates with "cultural texts" (texts about the daily realities of the students on topics of domesticity and family, violence, evolving sexuality, and future aspirations) that not only how children write, but also what they write about, is of critical importance in helping them…

The theories of cognitive development put forth by William Perry and by Jean Piaget are helpful in understanding the writing choices students made in responding to an assignment involving writing a persuasive essay. Some students were looking for the "Right Answer" and when they found it, they assumed that everyone would agree with them.…

Empirical and theoretical research and a teacher's own writing experience provide equally valuable resources in the composition classroom. Current research on the composing process suggests a conceptual change from that of a rigid sequence of clearly demarcated stages to a more recursive, hierarchically structured model. Until recently, the role…

Humorously discusses the problem of discerning when students are being honest in their writing and how to deal with the problems their honesty sometimes presents. (DF)

Discusses self-examination as a prerequisite to authorship. Defines the soliloquy as an internal question-and-answer exchange enabling the thinker to distinguish better ideas from worse. Argues that use of the soliloquy develops in the student writer a voice of authority. Identifies the soliloquy as a device for exploring values. (SG)

Shares an account of one student's writing journal and how he developed as a writer. (MG)

Presents excerpts from a student's year-end self-evaluation, including a few excerpts from her portfolio. Includes her teacher's comments, intended to confirm what the student knows, and to consider how the teacher's classroom practices may have influenced or contributed to Sarah's learning. Appends an evaluation form to help students evaluate…

A first-hand account of eighth grade students' experiences in learning to write, this monograph, written by students, provides teachers and students with a model for talking about the writing process. The comments in the monograph reflect the students' belief that people can learn to be good writers by writing frequently, sharing their writing and…