Investigates elementary children's knowledge of the situational, procedural, and functional aspects of writing across grade levels. Finds that children come to understand the purpose of each step in the writing process as they are engaged in it; children need to write for different audiences and purposes; and children shift their focus from…

Describes a writing exercise--writing cliffhangers--that uses six class periods to engage students in the writing process and finishes by publishing a book of students' cliffhanger stories. (SR)

Investigates K-7 teachers' attitudes, beliefs, and instructional decisions about process writing. Finds that most teachers (1) understand that writing is primarily a communication act; (2) received instruction in process writing and use strategies associated with process writing for instruction; and (3) are progressing toward a level of…

Reports on an examination of books written by children who are English-as-a-Second-Language (ESL) learners. Compares the books with criteria for meritorious literature. Discusses implications of the results relevant to process-writing instruction with second-language learners. Indicates an unexpected adherence to criteria for literary genres.…

Focuses on performance, processes, and attitudes of 19 kindergarten students who participated in a semester of process writing and instructional activities, asking whether kindergartners can effectively engage in a writing workshop on a sustained basis. Indicates process writing instruction allowed students to show appreciable, measurable gains in…

Describes the effect of a language-rich program on a student repeating first grade and viewed as reading disabled. Concludes that the student experienced early and sustained success in reading and writing in the language- and meaning-centered program. (RS)