Reports on writing research about revision. Notes the implications of this writing research for classroom applications. (RL)

Surveys materials in the ERIC system supporting the theory that children have a natural inclination to write that teachers are not taking advantage of and that offer practical suggestions to encourage writing skills and interest. (HTH)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

Reports on the positive effects of free writing that is followed by rewriting. (RL)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

The most important implication of a reader response textual model for the teaching of writing is that unless students know how to read they cannot learn how to write, and unless students know how to read well they will not write well. (HOD)

Reviews writing research and practice to formulate directions for developing student writing processes. (RL)

Describes the Writing Tutorial Service at Carleton University, Ottawa, which provides individual tutoring for students who want help with their writing. Outlines some of the teaching techniques used, showing how they vary according to the stage of the composing process at which tutors are required to intervene. (GT)

This fourth article in a series on the writing process describes one child's writing process and draws implications for teaching first grade writing. (DD)

Introduces this special issue of the journal and discusses the notion of "post-process." Investigates four components of Trimbur's (1994) definition of post-process, reviews studies in first and second language writing/literacy research that have attempted to move beyond process pedagogy and theory, and concludes with a summative definition of…

Presents a case study focusing on a gifted student writer whose shyness and strong personal commitment to her writing is not well suited to the atmosphere of peer writing workshops. (MG)

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

Describes the efforts of one teacher-researcher to explore the effectiveness of different peer response strategies in the writing class. Notes that teacher-researcher projects can help to develop and assess writing curricula in ways that are outside the scope of specialists and external evaluators. (MM)

Teaching writing as a process is advocated to enhance a student's metacognitive skills and understanding of writing. The process can be used with students who have mild disabilities. Prewriting techniques such as clustering and color coding are explained, along with three teacher options for prewriting instruction to address class and student…

Compares the situations of freshman composition students and their graduate teaching assistants who study literature. Provides suggestions for teaching assistants regarding how they can orient themselves to their teaching tasks. (PRA)