Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded…

Describes the variety of literacies demonstrated among a group of "thru-hikers" walking the length of the Appalachian Trail. Explains ethnographic field notes, archival data, and interviews showed the presence of multiliteracies and the use of "ecological literacy," the ability to interpret the natural surroundings. Provides suggestions for…

The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

Reports the results of a study that revealed that the instructional activities that precede writing are more important to student improvement than longer comments on the writing itself. (JL)

Discusses four stages through which writers pass during prewriting. Offers ways of helping students pass through these stages so that they can begin to organize their writing more effectively. (RL)

Writing strategies encourage beginning writers to collect, explore, and focus ideas. This paper presents a rationale for fusing the word processor with the writing process and offers a series of pre-writing strategies, such as brainstorming, clustering and chunk writing, to help learning-disabled writers begin writing. (Author/PB)

A prewriting activity requires elementary and middle school students to compose a political cartoon interpretation by asking questions and helps develop their writing ability. An example shows how the prewriting strategy translates into a specific classroom application. (AM)

Suggests clustering can help students of any ability level draw upon latent images and ideas, generate more original sentences, and experiment with metaphor and simile. (MS)

The nine-step grid strategy provides prompts in both structure and content areas to improve the narrative writing skills of students with learning disabilities. The steps include developing a story grid with characters, setting, action, emotion, and so on; planning and writing the story; and completing both cognitive and technical edits. (DB)

Concludes that teaching a set of words to students before they write an essay in which the words might be used can improve the quality of their essays. (FL)

Fundamental changes are needed in English classes if writing is to be taught. Students must have time to write, and they must have someone reading and responding to their writing. Students need to pay attention to their writing and the writing of others, and this writing should be as important as well-known literary works. (MD)

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)

As an orientation to the actual composition process, learning-disabled students should be taught methods for the development and organization of ideas. Strategies are presented for helping learning-disabled students improve composition skills by improving flexibility in vocabulary and sentence structure and by planning and sequencing ideas and/or…

Techniques for teaching writing should emphasize revision and editing, practice in sentence-combining, and exposing students to fine prose. To encourage good writing in all subjects, teachers should be trained to read students' essays holistically, paying attention to style as well as content. (PP)

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)