Research suggests that experts and beginners use qualitatively different writing processes when given the same text to write. Throughout their writing, experts tend to create a network of executive, structural, and content problems that they continually refine and coordinate as they bring the text to fruition. Novices, in contrast, tend to focus…

In attempting to define postmodernism, many search for a "neat central core" (Beck, 1993) thus attempting to universalize all postmodern theories and operate "within the modern obsession with control and reason" (Slattery, 2000: 137). In this article, I refrain from attempting a universal definition, but instead present an exploration of the most…

Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Students may copy words while being incapable of communicating through writing, a deficiency which may be identified using three techniques for analyzing generative writing samples: (1) interpretation of cluster errors, (2) differentiation of linguistic disability from symptomatic frustration, and (3) use of word restoration exercises. Samples of…

Outlines the stages of the composing process, differentiating between those of skilled and unskilled writers. Provides a list of suggestions for elementary school writing instruction. (HTH)

Discusses length and speed, spontaneity, and discipline as the attributes that affect creative writing assignments, students' development as creative writers, and appropriate methods of teaching creative writing. (RL)

Presents a nine-step program for reviving a school's teaching of writing, including gaining faculty participation, compiling a bibliography, getting participants' descriptions of effective methods of teaching writing, and having participants present workshops built on doing, looking at, and learning from their teaching methods. Provides a…

Suggests multisensory approaches to writing instruction. Explains how even pieces of candy can provide students with memorable lessons in writing. Encourages teachers to be creative in coming up with similar ideas of their own. (SG)

This book has an easy-to-follow-format. It supports teachers through six workshops by sharing specific strategies, procedures, and materials that worked best for students and teachers in classroom writing workshops. The book discusses the routines that helped organize and support a workshop; and presents strategies for anecdotal record-keeping,…

Discusses a teacher's experience writing poems with eight third and fifth graders pulled from their regular classrooms. Provides transcripts of the two poems written with the students. (SRT)

Presents desirable teaching behaviors that can help teachers provide effective instruction in writing and deal with all three stages of the composing process. (FL)

Surveys materials in the ERIC system supporting the theory that children have a natural inclination to write that teachers are not taking advantage of and that offer practical suggestions to encourage writing skills and interest. (HTH)

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)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

This fourth article in a series on the writing process describes one child's writing process and draws implications for teaching first grade writing. (DD)