Discusses lighthearted writing, much of which has a serious intent as well as two highly desirable qualities: writer satisfaction and reader-appeal. Offers examples of all sorts of lighthearted writing including lighthearted writing from the classroom. (SR)

Describes an assignment where the student must examine him/herself as a writer. Discusses the implementation of the National Writing Project noting its purpose to improve the teaching of writing and improve learning in the nation's schools. (SC)

Suggests that educators can provide the nurturing and encouraging atmosphere, the sense to say what works and what does not, and the freedom to let the students express whatever their synaptic processes produce without the fear that their lives and grades depend on it. Presents a "Top Ten List" of the best "rules" in teaching poetry writing. (SG)

Describes some of what educators have learned about the complex task they ask students to tackle when they put them in peer groups to talk with each other about their writing. Analyses the work of one peer revision group and illustrates the complicated work that students can engage in as they struggle to justify their writerly decisions to their…

Discusses how James Gray, founder of the Bay Area Writing Project and later the National Writing Project, began with a simple idea--successful teachers are the best teachers of teachers. Describes how James Gray laid a foundation for what has become a national network with 175 sites across the nation, providing a professional home for thousands of…

Presents some poems the author has used with students, the prompts they considered, and the poems they wrote in response. Concludes that educators must take advantage of opportunities where students can share their poems so that they, too, can experience the power of the written word. (SG)

Notes that if students are able to publish, they are often more interested in engaging in the messy, challenging, rewarding process of writing. Describes experiences in writing letters to the editor and letters of appreciation or complaint. Concludes that through these experiences, students see how writing is powerful, accomplishes specific…

Describes a group pioneering the process of "professional" publication of students' writing called Chapbooks.com. Discusses the author's experience with Chapbooks.com and three other "testimonies" from different schools. Concludes with an appendix of frequently asked questions about the website. (SC)

Discusses students' experiences with learning more about the "craft of writing." Considers ways to teach students to choose their own topics; to research; to organize for writing; to welcome imagination, metaphor, and memorable language; how to draft; how to give and get helpful responses; how to revise their writing to create strong…

Describes a program where ninth grade writing students worked with preschool children in developing poetry. Notes that the ninth graders practicing poetry with their own young "students" encouraged an eye and an ear for poetry - its rhythms, language, line divisions, and repetitions. Presents and discusses some of the poetry that…

Discusses how computer technology has brought with it a rethinking about how writing happens. Notes that research indicates that computers have a positive impact on student writing. Lists 15 web sites that may help teachers and students with the task of writing. (SG)

Considers how the "process approach" to writing presupposes that a student has an idea, possesses a reasonable control over syntax, and has an appropriate vocabulary. Suggests that students need something "outside the box" to help them enhance the quality of their writing. Presents a project using multimedia tools to enhance…

Discusses four books that will be useful to teachers who are rethinking how and why they teach grammar, and who want to connect and imbed the study of grammar in students' thinking and writing. (SR)

Describes a teacher's work with a small-group Book Club format for adolescents (who were also parents) and a large-group workshop environment at a juvenile detention center. Shows that art creates powerful catalytic links to writing while serving as a catharsis for the young writers. Suggests that art helps them to concentrate thoughts for…

Describes a writing workshop for eighth graders that seeks to tap into the humor of their everyday lives, and that uses humorous literature and film to spark writing. (SR)