"Tell Your Story: Teaching Students to Become World-Changing Thinkers and Writers" explores how to help students see themselves as writers and storytellers who are developing the skills and techniques to communicate in ways that resonate with various audiences. When students make that shift and see themselves as active and valued…

The book introduces readers in the often-overlooked math-related fields to the ideas of writing-to-learn (WTL) and writing in the disciplines (WID). It offers a guide to the pedagogy of writing in the mathematical sciences, and gives theoretically grounded means by which writing can be used to help undergraduate students to understand mathematical…

The well-planned writing workshop is an effective tool for expanding the mathematical discourse of students and helping them become more skillful writers in the discipline. This article reviews a step-by-step process for conducting a workshop and details different reader response strategies. It also offers suggestions for various types of…

Discusses three measures of process assessment, describing checklists, conferences, and self-assessment that focus on the writing process and what writers do as they write. (SR)

Considers how with no training in how to teach vocabulary skills, many teachers transfer to their classroom the same techniques that they see test makers using. Offers a chart to encourage thinking about the ways that standardized testing techniques differ from good teaching and learning practices. Argues that educators should provide students…

Argues that basic writing teachers should think of their students as seekers who are coming from different places and going different directions, each carrying different burdens and needing different tools. Presents a series of writing assignments using the process approach to writing. (RS)

Designed to help teachers develop a collaborative writing community in the intermediate grade classroom, this teacher's resource and support package gives teachers what they need to apply process writing principles to five of the most popular student writing forms or genres ("memorable moments,""interesting…

Describes a CD-ROM adventure story written by the author to educate her students about the word relationships of synonyms and antonyms. Discusses how this interactive medium put a different twist on each of the stages of the writing process itself. Relates how two students enthusiastically used the program, and were inspired to write one of their…

A student was able to overcome flatness in his writing when he focused on the process of writing rather than the product. The student's draft of an essay about a symbol the student found meaningful contained spelling and grammatical errors and was also "flat." The essay had no apparent thesis, demonstrated lack of success in issues of…

Examines a range of writing textbooks. Finds that many composition textbooks trivialize or misrepresent writing as process and process pedagogy. Outlines how composition theory becomes commodified. Calls for a radical revision of textbooks, including teachers helping students create their own texts. (HB)

Describes a writing process approach to research papers which involves four steps: prewriting, composing, rewriting, and sharing. Illustrates the process using an intermediate grade level example but states that the process is appropriate at higher levels. Stresses that this approach is important because it integrates writing skills with social…

Provides an artistic prewriting activity to help students design the characters in the stories they write. (MG)

Argues the relative merits of using in-process and retrospective journals, during and after the writing process, to empower students to explore and use their own ways of constructing knowledge to make connections as they write. (KEH)

Describes a sequence of writing and evaluation exercises that provides students with an authentic writing task and places it within a social context that is ideal for the process-writing classroom. Notes that this method provides a supportive and gradual introduction to peer evaluation for both teachers and students. (MM)

Argues that video technology can provide a motivational tool for learning and practicing language arts skills. Describes the steps in a video production process as analogous to the steps in the writing process. (RS)