Presents a month-long guide which teachers can use when introducing process writing in their classrooms. Notes the importance of adapting this guide for each individual teacher's classroom schedule and personal taste. (MM)

Discusses some problems of the process approach to writing instruction. Investigates the impact of productivity on student performance and attitudes; whether forcing productivity is workable in the classroom; and whether productivity shows potential for helping students develop as writers. Notes that practice is an important part of the writing…

This fastback describes the Publishing Center, a center designed to publish student writings, located in the Douglas Grafflin Elementary School in Chappaqua, New York. Following a brief introduction, the first section of the fastback outlines the steps in the process approach to teaching writing. The next section describes how the Publishing…

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

Claims that teachers expect children's writing to conform to acceptable content and form, disregarding the "mysterious" and unconventional aspects of writing. Urges teachers to maintain respect both for the complexity of children's thoughts and feelings and for the ambiguity that remains at the heart of any creative work. (MM)

Describes a teacher's efforts to adjust teaching a new grade level (her third in three years) and to teaching the process approach to writing. Discusses how her department head assisted her in adjusting to the change and pursuing inservice teacher education opportunities. (RS)

Addresses the question of how teachers can best use writing style imitation to strengthen student composition by exploring validity of claims made for usefulness of models in teaching ESL writing; range, goals, and effectiveness of model-based exercises and writing-tasks; and advantages of process-oriented approach to writing. (Author/BK)

States that a writing workshop environment is a radical approach to teaching, one that requires instructors to empower children to make choices and take responsibility for them. Discusses collaboration, classroom structures, and the need for democratic disposition in a writing workshop. Concludes that the implementation of a writing workshop…

The awakening of public interest in curriculum has come at a time when, within the education profession, the conventional wisdom about teaching and learning has itself undergone a major transformation. New Constructivist theories of knowing have emphasized the social nature of the construction of knowledge: students learn by "putting it into…

Aiming to make the literacy tutoring task as easy and effective as possible, this guidebook presents a set of strategies that tutors can implement immediately as they begin to work with students and provides enough information about the elements of literacy learning and effective instruction so tutors can make sensible decisions about the best…

Argues that the metaphor of writing as cognitive mapping can serve not as a basis for a new model or theory of writing, but as an attitudinal guide for concerns with writing and instruction. Notes that the term "cognitive mapping" suggests that the mental world can be seen metaphorically as a physical world. (RS)

Describes how writing centers train their tutors to understand two important aspects of teaching composition: (1) the need for viewing writing as a process; and (2) the need for individualized and respectful attention to students' papers and ideas. Argues that the writing center is an effective training ground for composition teachers. (RS)

This book is intended to serve as a comprehensive guide for those English teachers and tutors, peer or professional, who face the challenge of one-on-one writing instruction. Written in a conversational style, the guide addresses the questions of "what" and "how" to tutor, and includes numerous illustrative excerpts from the…

This booklet is designed to assist schools or school systems in analyzing and evaluating student writing, writing instruction, and the writing program. The basic assumption is that improving the writing program needs to be a school-wide effort coordinated across K-12 grade levels, not an individual or isolated effort. After an overview and advice…

Noting that Oregon has been a pioneer in developing assessments which require actual student writing, this booklet includes a collection of student essays and shows how they were evaluated by teachers. The sample essays in the booklet are useful in staff development activities and may also be shared with students, serving as models to help…