Many educators teach students that are reluctant about the revisions process in writing. However, this longitudinal study follows a group of students from kindergarten through 8th grade who embraced the importance of the revision process. (Contains 8 figures.)

Reviews 9 books that reflect the ideas of teachers and researchers who have been successful in developing classroom practices based on holistic theory and have moved beyond process to explore new frontiers in writing. (RS)

Examines writing conferences (between teacher and student, and between two students) in one fourth-grade classroom to see how the students engaged in sophisticated talk about writing, as they consistently assumed the roles of critical but curious readers capable of telling their peers when they were confused about a piece of writing or how they…

Offers suggestions for how to build a true community of writers in which responsibility is turned over to the students. Discusses modeling whole class books, small group publishing, steps in the writing process, tracking the process, building a community, learning leadership, and the role of the teacher. (RS)

Presents four case studies to examine how first and second graders worked together using source texts to write their own informational books. Concludes that all four pairs of students were successful in many ways. Notes how the students saw themselves as experts, and were able to see firsthand how important reading and writing were in their…