Presents three articles that examine, through the classroom experiences of the authors, important issues of ownership, authorship, and privacy in process writing classrooms: (1) "Use of Students' Writing as Models in the Classroom" (Karyn E. Schweiker-Marra); (2) Privacy Issues Regarding Workshops" (Mary Broglie); and (3)…

Describes aspects of Linda Flower's work used by the author in devising writing technical assistance for teams writing technical reports in the United States General Accounting Office. Discusses three brief case studies describing the relationship between the work program structure (a major barrier to audience-based writing) and the writing…

Describes the author's practical and theoretical explorations of the potentials of humanistic psychology and expressionistic writing pedagogy for academic and therapeutic learning. Creates a framework based on his own experiences where education and therapy together seek a more holistic approach to their fields. (SR)

Proposes that writing to published authors deepens students' understanding of children's literature and gives them a greater awareness of writing techniques. Suggests that when letter writing takes place within the context of a writing workshop, it is an effective strategy for literacy growth. Outlines how to choose authors, find addresses, and…

Adds the student's theory of the writing process to three competing theories: expressive, cognitive, and social. Attempts to put writing in its proper place as one small facet of students' lives, rather than relegating students' lives to the secondary status of one more influence on their writing. (RS)

Describes ways in which students can become better editors of their own writing by discovering their own error patterns. (RS)

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)

Argues that if writing is to help students learn, the purpose for which the writing is assigned has to change. Describes the process approach to writing for use in the classroom. Presents an example of this approach as used in a history class. (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)

Emphasizes that composition teachers can create exercises fitted to the current psychological or process perspective on learning (freewriting, drafting, revision) by adding to classical or product perspective (copying, summarizing, paraphrasing, translating, amplifying) the elements of rhetorical purpose and sense of context and community. (RS)

Urges the use of claims-based analysis in editorial writing instruction. Explains the use of five hierarchical claim types (factual, definitional, causal, value, and policy) to teach students to analyze and formulate arguments, thus teaching editorial writing by focusing more on the process than on the product. (SR)

Describes a process writing approach which encourages students to write about true events, rather than about their favorite television shows. (MM)

Process approaches are defined and their roles in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) writing instruction are discussed. Three different meanings of process are reviewed, the ESL/EFL writing literature is analyzed, and some problems in implementing process writing pedagogy are identified. (Contains 135…

Describes the debate among Australian English teachers concerning "genre-based" approaches to writing development. Notes that applying lessons learned from the Australian debate without an awareness of the assumptions driving the debate may well lead to educators in other countries needlessly covering unnecessary and largely infertile…

Suggests the challenge that genre theory presents to educators in the United Kingdom is whether to avoid it because others have reported the dangers or whether to grapple with it and discover what insights might be found. Argues that genre theory is not a method of teaching writing alone: it relates to each language activity. (RS)