Considers how the "process approach" to writing presupposes that a student has an idea, possesses a reasonable control over syntax, and has an appropriate vocabulary. Suggests that students need something "outside the box" to help them enhance the quality of their writing. Presents a project using multimedia tools to enhance…

Describes three basic variations on the process approach to teaching writing witnessed while observing over 300 secondary English teachers: the "classic" process approach, the "antigrammarian" approach, and the "five paragraph" approach. Argues that the idea of error must be allowed back into the classroom, and that lockstep allegiance to a set of…