Describes several activities which might be used in inservice courses to help language arts teachers experience the process of writing. (DD)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

Suggests writing activities in eight categories that provide remedial readers with the exposure to language that they need in order to improve their reading. (DD)

Describes a class project involving collaborative partnerships in which fifth graders wrote books for first graders. (HTH)

Discusses how one teacher used writing--her own writing as well as that of her graduate students--to learn, about student interests, their writing attitudes, and what a writer really is. Describes the use of dialogue journals, use of excerpted entries for class handouts, and the use of writing for more constructive student assessment. (HTH)

Looks into the functions of children's writing to determine what children can meaningfully write about. Discusses research on the functions of writing and then suggests assignments where children write letters to different audiences, such as to themselves and to their future children. These assignments help children learn about themselves. (SKC)

Highlights 14 ERIC documents dating from 1987 to 1989 that are resources for using computers in the language arts classroom. Presents annotations for each document. (MG)

Laments the discrepancy between the process approach to reading and writing instruction advocated in research and the skills approach manifested in homework assignments. Decries the unsatisfactory role this kind of homework forces parents to assume. (HTH)