Notes that writing center teachers' responses to students depend on what the writers want to say (content), how the writers approached the writing (process), and the conventions needed to prepare the final manuscript (skills). Discusses effective ways to conduct these three types of conferences for each stage of the writing process. (HTH)

Describes the characteristics of an alternative writing workshop in which the author controls the discussion. Discusses the respective roles of the writer, the readers, and the teacher in such a workshop. (HTH)

In a collaborative learning experience at the South Carolina Humanities and Writing Institute, writing process teaching methods were used to teach literature. "The Adventures of Huckleberry Finn" was used as a prototype study for the group, while at the same time, each teacher-fellow developed his or her own literature study and teaching…

Discusses a literature-inspired model of teaching writing and two scenarios of reading and writing connections in the classroom. Presents several reading and writing lessons drawn from the children's book "The Bat Boy and His Violin" by Gavin Curtis. Discusses Curtis' craft and demonstrates how to use this book to teach writing. Includes brief…

Explains how journal dialogues (student interaction with author) act as an intermediate step between purely personal responses to a text and formal interpretations for a public audience and how they encourage students to explore and develop ideas for essay writing. (HOD)

Uses stimulated recall to elicit a retrospective account from a student following his production of an artistic text representing his view of the relationship of two central characters in a short story. Analyzes the student's process of composition. Suggests that nonlinguistic texts can help students construct meanings. (HB)

One approach to teaching organization to a writing class is to subdivide the organizational processes. One subdivision recognizes that certain compositions have a predictable format--they put expected parts in predictable places. Following a format at appropriate times is a skill that should be taught, or at least insisted upon, at the beginning…

Discusses how the works of Joyce, "Dubliners" and "Ulysses" specifically, can be used to help developing writers learn about the process of writing and as material for writing exercises. (SRT)

Shares a curriculum framework based on six aspects of literacy: ownership, reading comprehension, writing process, word identification, language and vocabulary knowledge, and voluntary reading. Notes that this framework is consistent with a whole literacy approach, and includes an assessment system and provisions for accountability. (MG)

A study investigated the role that writing plays in eleventh grade students' understanding of literary texts. Classroom observations, collected student writing, interviews with the teacher, and interviews with six case study students--two from each of three classes--provided a portrait of teaching methods, writing tasks, and student responses to…

The ability to infuse language with qualities of the human voice in the act of speaking is what distinguishes autobiography as a genre and makes it most suited to teaching students subtle features inherent in the complex act of writing. When students write from personal experience, they consciously begin to shape their identities in one direction…

Intended to help writing teachers create a classroom climate where real writing can be inspired, valued, and enjoyed, the WEDGE (Writing Every Day Generates Excellence) manual addresses first the problem of motivating students to communicate in writing, next, finding words and structures appropriate for clarity and eloquence, and finally, the…

On the basis that English as a Second Language (ESL) writers encounter cross-cultural interference when dealing with the five-paragraph essay, a study was conducted to examine the writing of three ESL writers in a basic writing class. The case study of one of the subjects, a woman from Hong Kong, focused on her comments relating to the structure…

Intended for practitioners, this book presents a curricular framework for classroom reading and writing experiences that help students understand how reading and writing relate to reasoning and learning. The two sections of the book are organized around three major components of curriculum and how each component was realized in three Indiana…

A process oriented technical writing course was devised at the University of Alaska to counteract the "forms" approach and to include peer critiques and student participation in class grading. Modifications to the standard syllabus included (1) student analyses of their own writing processes through literacy autobiographies, (2) student…