Notes key points of formative assessment that teachers should incorporate into their writing pedagogy: the writing process works; intensive evaluation is seldom desirable; the teacher is not the only person who can evaluate writing; writing must be taught in every classroom and discipline; writing resources are readily available; and motivation is…

Argues that active learning strategies and child-centered curriculum, commonly used in primary grades, are also particularly effective in the intermediate elementary grades. (SR)

Offers a brief overview of the evolution of writing center theory and practice (discussing process-oriented pedagogy as well as the shift to social constructionism) over three decades. Stresses the continuing presence of the principles of formative assessment. (SR)

Examines why writing instruction is mired in traditional practices, textbook dependency, and teacher-centered/maintenance-oriented methodologies. Contends that influences for the status quo in language arts instruction will remain powerful, but a metamorphosis of writing instruction is essential. (MS)