The debate surrounding how best to support African American student writers continues today as the gap between achievement scores persists. This qualitative analysis documents the classroom structures and instructional practices of two English Language Arts teachers working in a predominately African American public middle school, whose students…

Trickster tales, with their teachings on how to behave in the world, are a powerful means for transmitting social knowledge and cultural mores to children. In this study we compared two approaches to teaching fourth-grade students to write trickster tales. Although both instructional methods incorporated aspects of the writing process approach,…

Draws on the work of three students to argue for the value of treating writing as a tool for knowledge building. Claims when writing is used in this way, (1) students extend their repertoire of writing strategies, and (2) the effort students put into creating functionally effective texts plays a role in their learning. (NH)

Investigates, in a longitudinal study, the spelling development of young deaf children in the context of an integrated process writing classroom. Identifies/categorizes the spelling strategies employed by deaf writers as print-based, speech-based, and sign-based. Provides insights into the nature of cognitive processes in the deaf child. (PA)

Finds no significant relationship between type of writing instruction received (portfolio-based or standard process approach) and course grades and final examination scores. Finds a significant relationship between a final independent evaluation of students' portfolios and their course grades and final examination scores. (SR)

Investigates cross-cultural tensions in Western writing pedagogy as reflected in Turkish teachers' oppositional and accommodative attitudes and how those attitudes played out in classroom interactions. Discusses teachers' perceptions concerning the effects of Western rhetorical styles on Turkish students' thinking and identity, assumptions…

Studies the immediate effects of the Summer Institute of the National Writing Project upon the classroom practices of English teachers. Utilizes multiple sources of data for evaluation. Considers how teachers implemented the concept of writing process in their classrooms. Concludes with implications and questions for further study. (HB)