This socio-culturally informed qualitative study examines digitalised classrooms in Norwegian secondary schools, with a focus on the relationship between information and communication technology (ICT) and dialogic aspects of literacy practices. In the article, we foreground two cases: one on the use of digital mind maps and one on a writing…

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…

Demonstrates the impracticality of imposing rigorous definitions on the various stages of the writing process and the ineffectiveness of requiring students to adhere to strict writing strategies. (SRT)

Describes ways to teach children to write poetry. Offers three approaches that do not work and several ways that do work. (PRA)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

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

Explains how a teacher used tape--pieces hanging from her hair, her desk, and student desks--to help students remember some of the principles of writing represented in the acronym TAPE: topic, audience, purpose, and elaboration. (TB)

Summarizes recent research and theory on or related to the composing process to arrive at a general model or structure for the teaching of writing in secondary schools. (DD)

Describes an end-of-the-term project in which students were encouraged to write for a specific, actual audience. (FL)

Augments seven rules for teaching composition with suggestions for class activities. (RL)

Explains how a teacher teaches process writing in her mainstream high school classes, despite her obligation to cover grammar, literature, vocabulary, research, and communication. Shows how some approaches to process writing can be modified to fit it into a tighter, more structured course. (TB)

Presents a series of three lessons based on found poems. Including a discussion on what poetry is; developing a poetic; and sharing poetry with others through peer analysis and small group discussion of each student's found poem. (RAE)

Describes the positive effect a teacher had on his son's writing by offering encouragement and interest rather than assignments and criticisms. (PRA)

Describes one key goal of writing instruction as being to help students develop successful rituals in their writing processes. Compares two kinds of writers: Beethovians and Mozartians, or discoverers and planners. Relates these two groups to writing instruction, and suggests a combination as a third group. (HB)

Presents seven suggestions to help writers and teachers go beyond limericks, parts of speech poems, and haiku. Frames the suggestions for those who are (for whatever reason) trying to write poems, including teachers who are joining their students in the act of learning poetry writing. (RS)