Describes one key goal of writing instruction as being to help students develop successful rituals in their writing processes. Compares two kinds of writers: Beethovians and Mozartians, or discoverers and planners. Relates these two groups to writing instruction, and suggests a combination as a third group. (HB)

Advocates that English teachers implement writing group activities as a means of maintaining a writerly lifestyle. Describes how five teachers from various kinds of schools formed a writing group and carried out its activities. Provides sample exercises and actual written responses of group members. (HB)

Outlines the various kinds of innovations in computers and telecommunications technology available to educators. Considers the everyday needs of teachers. Argues that teachers should learn to use fully any systems already available to them. (HB)

Describes how one biology instructor utilizes freewriting and expressive writing activities as part of his daily lessons. Argues that such a method has increased student interest and productivity and has engaged the teacher more solidly into the content of the course. (HB)

Advocates the analysis of student writing and improvisations as texts offering images, stories, and information about their different backgrounds, languages, histories, and cultures. Outlines how teachers can develop strategies for generating such student writing, especially through the use of improvisation. (HB)

Advocates the use by teachers of teaching journals, in which observations, insights, and useful methodologies are written down. Narrates how one teacher became regularly involved in keeping a teaching journal and the rewards of such an activity. Provides excerpts from one journal. (HB)

Describes the Navajo reservation in Arizona, its inhabitants, and the inservice workshop given there by consultants of the National Writing Project. Relates personal anecdotes. Claims that life and education on the reservation are much like they are everywhere else. (HB)

Summarizes research being conducted by project directors under the auspices of the National Center for the Study of Writing and Literacy. Considers assessment of writing issues, the professionalization of teaching, and the teaching of nonnative speakers. (HB)

Describes how one English teacher engaged in a collaborative writing exercise with a fifth-grade female student. Explains how the teacher worked to become an equal partner with the student in the collaborative effort. Provides specific information about how the student's writing improved. (HB)