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)

Describes the ways in which one group of Head Start children included narrative features in their naturally occurring dramatic play and engaged in behaviors similar to process writing. Extends information about narrative features by describing play behaviors similar to mapping and revision. Presents findings that are part of a larger…

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…

Process-oriented writing, instead of training students to write for one audience (the teacher) and one purpose (a grade), allows students to generate ideas before they write, confer with peers as they write, and publish their papers after revising and editing them. In the Written Process Approach, the teachers act as coaches, cheerleaders, and…

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)

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…

Shares the experiences of one writer and how children have shown her the many ways of creating a story. Shares methods of helping children find a voice for the stories they have to tell. (MG)

Explores new conceptions of genre and genre learning: learning genres, learning through genres, and learning about genres. Argues that reconceptualizing genres as situated, social, and active, rather than focusing on formal features, can extend and enrich process approaches to writing and enhance learning in the elementary classroom. (SC)

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)

States the importance of content in the process writing classroom. Demonstrates with "cultural texts" (texts about the daily realities of the students on topics of domesticity and family, violence, evolving sexuality, and future aspirations) that not only how children write, but also what they write about, is of critical importance in helping them…

The elementary school teacher faces unique challenges with struggling writers, whose writing differs from that of more skilled students in both process and product. This book demonstrates how process writing and strategy instruction can be integrated to help young writers untangle the complicated writing process. The book introduces its readers to…

Describes development of a process-oriented writing curriculum that provides continuity through the use of portfolios passed on to the students' next teacher and a classroom atmosphere that celebrates writing as a natural part of students' lives. (HTH)

Presents a three-phase strategy whereby teachers can introduce the writing process to children at almost all grade levels by involving them in writing fractured fairy tales or fairy tales with a twist. Appends a sample fractured fairy tale. (SR)

Suggests that the prewriting phase of the writing process is the most important and that a promising approach to the prewriting phase for students with learning difficulties is called Web-making (also called cognitive mapping, idea mapping, patterned note taking, construct procedure, graphic overview, networking, flowcharting, and semantic…