Writing groups, used in many English-as-a-Second-Language (ESL) composition classrooms, pose problems for some students from collectivistic cultures such as Japan and China. Suggested reasons are the individual benefit goal, the need for feedback rather than group harmony, and strained group dynamics. (Contains 41 references.) (Author/LB)

Investigates to what extent children were given opportunities to engage in process writing. Finds a textbook orientation to language instruction, small amounts of time spent in prewriting or writing activities, and a preference for teacher-controlled writing processes. (SR)

Assessment is discussed as a key part of instruction. Several evaluation approaches are described, such as process approach to writing instruction, talking about writing, writing about what has been written including progress logs and self-reflective essays, and portfolio evaluation. (15 references) (LB)

Describes three basic variations on the process approach to teaching writing witnessed while observing over 300 secondary English teachers: the "classic" process approach, the "antigrammarian" approach, and the "five paragraph" approach. Argues that the idea of error must be allowed back into the classroom, and that lockstep allegiance to a set of…

There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective…

By employing techniques learned through special education research together with the process approach to teaching writing, the composition teacher can help the ever-increasing number of learning disabled (LD) students in the developmental writing class to improve their writing. Using the process approach, LD students first concentrate on gathering…

A study explored the constructive, collaborative process of a group of writers under circumstances which throw light on dimensions of meaning making. The writers were college freshmen receiving "process instruction" and working collaboratively in a writing course. Collaborative planning is a loosely structured planning process in which…

This study investigated how writing coaching, which is based on the writing process concept, can be applied to the teaching of magazine writing. In the first part of the study, a purposeful sample of 10 members of the Magazine Division of the Association for Education in Journalism and Mass Communication responded to a questionnaire. The sample…

Investigates the effects of highly structured versus less structured lessons on student narrative writing. Finds that the less structured lessons resulted in superior student writing and the highly structured lessons resulted in mechanical, fill-in-the-blank responses. (MG)

Discusses the Language Experience Approach and process writing, two methods which approach reading and writing as active processes, stressing communication and meaning. Asserts that these methods are compatible and shows how they can be combined and incorporated into kindergarten and primary level classes. (MM)

This article describes the process approach to writing instruction, examining the literature-based approach to reading and the whole-language learning approach. In whole-language classrooms, reading, writing, listening, and thinking are interwoven. The article offers ways for parents to support such approaches at home and school. (SM)

This paper describes shared writing (in which two individuals alternate turns in creating a composition) as a technique used to motivate students with learning problems who find it difficult to write. The procedure involves aspects of the writing process approach and cognitive modeling. This article describes its theoretical support, instructional…

Writing teachers and theorists face political and pedagogical dangers because of their increasing tendency to align themselves against each other on the side of either rhetoric or composition. As the differences between the two schools widens, writing teachers stand to lose political ground in English departments and their students stand to lose…

Included in this guide are strategies for helping struggling secondary readers and writers so that they will develop the Texas Essential Knowledge and Skills (TEKS) necessary to write successfully and have greater access to the general curriculum. It focuses on the writing process because research supports the efficacy of the writing process as a…

Describes how elementary school teachers encouraged poor readers and writers by having them--and the whole class--keep journals on topics they knew more about than anyone else in the class and then read the entries aloud. Discusses a three-step process approach to writing instruction derived from this successful method. (HTH)