Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Describes method in which students write a draft requiring some writing skill before learning about that skill. Concludes that predrafting (1) enforces first-drafting; (2) shows students their natural writing abilities; (3) emphasizes discovery of substance first, rules and form second; (4) promotes an active student role; (5) arranges learning in…

Describes what one high school writing teacher would do to make a writing workshop work effectively. (RL)

Uses a single language system--technical description--to illustrate how language systems can now be used as the basis for instruction in technical writing. Provides sample exercises in progressive teaching from simple description to complex continuity devices, showing how they can be used at all stages of the writing process. (HTH)

Describes a teacher's presentation in the classroom of the drafts, notes, outlines, and other artifacts from his own papers. Recommends that teachers show their students evidence of their own struggle with the writing process in order to encourage them and convince them that all writers hesitatingly begin with a mess. (JG)

Describes a "composing process paper" assignment designed to make students aware of their own writing processes and to teach important problem-solving skills. Provides a series of protocol questions students can discuss before writing descriptions of their individual writing processes. (HTH)

Outlines the stages of the composing process, differentiating between those of skilled and unskilled writers. Provides a list of suggestions for elementary school writing instruction. (HTH)

Discusses length and speed, spontaneity, and discipline as the attributes that affect creative writing assignments, students' development as creative writers, and appropriate methods of teaching creative writing. (RL)

Encourages teachers to view writing as a process creating meaning, enabling the writer to come to grips with complex experience. (DD)

This article presents the process approach as an effective way of teaching braille writing to young children who are blind. The writing process used in the primary grades establishes a foundation for development of future literacy skills, and instills enthusiasm and confidence in children approaching the complex task of braille writing.…

Claims that writing logs constitute an effective teaching tool in basic college writing courses. Discusses one teacher's success using writing logs to assist the development of students' freewriting skills. Includes sample entries revealing students' comments and progress throughout the term and documenting the teacher's response to these…

Claims that self-evaluation instruments strengthen students' ability to evaluate their own writing and improve writing instruction. Argues that self-evaluation exercises should (1) help students evaluate their writing, (2) demystify teachers' grades, (3) encourage students' awareness as writers, (4) require written responses from student, and (5)…

Adapts Edward de Bono's "Intermediate Impossible" strategy--for considering ideas that normally would be discarded as stepping-stones to new ideas--for use as a prewriting activity to enhance creative problem solving. (HTH)

Suggests using poetry's short short forms for a methodical and rapid series of writing assignments that emphasize both careful writing at the sentence level and overall planning and respect for form. (HTH)

Argues that the possibility for surprise is the starting point for both effective writers and teachers and describes six elements that help create surprise: expectation, habit, ease, recognition, "pounceability," and acceptance. (MM)