Describes a method of including students into a community of readers through which they are encouraged to respond individually to literary texts. Shows how writing prompts can be used in the classroom to foster reader response and the integrity of each reader's interpretation of a text. (HB)

Criticizes teaching formal, impersonal writing and argues for teaching that encourages students to write about what they know and love as they discover who they are and why words matter. (PRA)

Provides language arts teachers with specific techniques to help content-area teachers get more writing into their classrooms. Suggests that some of these techniques might be helpful to language arts teachers themselves, especially in getting students to think about learning. (TB)

Shares the attempts of one teacher to structure a program that allows students to learn and grow as a community of readers and writers through the use of a response-centered curriculum. (MG)