Many educators teach students that are reluctant about the revisions process in writing. However, this longitudinal study follows a group of students from kindergarten through 8th grade who embraced the importance of the revision process. (Contains 8 figures.)

An integrated language arts and technology program engaged students in reading and writing activities that funded an experience in moviemaking. With video cameras in hand, students, often working collaboratively, developed expanded views of the writing and revision processes as they created movies that mattered to them and found an audience beyond…

Explores the writing process from a child's perspective. (MM)

Discusses the types of revision second-grade students conducted on their writing that, at first, were not obvious to the teacher. These include revision in an individual conference with the teacher and revising by expanding a journal entry. (HTH)

Describes a drama/discussion technique designed to help students "re-see" their stories and possibly revise their work. Describes in detail how one second grade student went through several revisions of her story based on discussion with fellow students and the teacher during and after dramatization of her story. (RS)

Describes an informal classroom research project that explored how children perceive the changes they make in their writing and what they think about when they write. (HTH)

Discusses the use of models for teaching children to write, suggesting that successive drafts rather than a finished poem used as models of the revision process might be more effective. Includes three drafts of a poem by the author, discussing observations for teaching illustrated by the poem's revision process. (HTH)

Describes five specific tools that provide the author's seventh-grade students with a set of easily accessible options for revising their writing. (SR)

Describes how one sixth-grade writing instructor successfully introduced writing conferences into the classroom. Discusses some of the problems encountered, how they were resolved, and the final procedures used for peer and teacher conferences. (HTH)

Presents samples of talk in peer writing conferences in an urban fourth grade class. Points out that talk in peer writing conferences fosters an exchange of ideas between students; is crucial for helping students revise first drafts; leads to greater sense of community in the classroom; and creates a classroom environment in which students'…

Describes how a third-grade teacher's concern that his students were learning the language of revision without knowing how to revise inspired his search for an "honest response." Notes how he observed for two years the writing process in his classroom. Depicts a particular writing culture whose members suggested answers to his questions and…

Follows a six-year-old boy and his writing-revising experiences at school, demonstrating how his independence as a writer develops. Teacher and peers initiate interactions with the writer as he listens and responds and gradually learns how to discuss writing and learns a sense of the purpose of revision. (HTH)

Describes one third grader's development as a writer as she participated in classroom writing workshops (peer and teacher feedback) and, in particular, her development as a reviser of her writing. (HTH)

Examines the distinct and sequential aspects of revision in the writing of first graders, as determined through a teacher's classroom research. Lists factors to consider when adjusting teaching styles to children's early writing processes. (HTH)

Describes a second-grade teacher-researcher's efforts to foster her Latino/a students' growth in writing. Focuses on her strategies (sometimes successful, sometimes not) to make the tacit aspects of writing explicit to her bilingual students via classroom talk. Searches for the right measure of explanation in two areas: fostering revision and…