Looks at how writing instruction has progressed 25 years after Janet Emig and other scholars investigated the composing process of writing students and put forth the notion of process writing. Presents three teacher profiles that demonstrate the wide variety of classroom practice in writing instruction now in use. (TB)

Describes a system to evaluate writing in which students use extensive marginal notes to comment on their own writing processes. Provides sample notes from a variety of student papers to illustrate the effectiveness of this system in increasing student knowledge and involvement. (KEH)

Argues that freshman composition courses should teach students to use writing to develop an awareness and trust in their own thinking processes. Cautions that students who get nothing but directive instruction will be handicapped in learning to think for themselves. (RS)

Suggests the use of a taped dictation program to allow children to fully express ideas without initial concern for the mechanical tasks of spelling and handwriting. Offers steps to carry out a writing program with taped dictation. (MG)

Argues that little is known about the teaching of writing beyond what good teachers have always known: that some students learn without teachers; that some students learn if they are given simple assignments, have their papers read with respect, and are taught the few simple things that can be demonstrated simply. (RS)

Examines results of a study using the inquiry method in composition instruction. Findings suggest that writing tasks that engage students in specifiable inquiry strategies should be an important part of every writing curriculum. (RAE)

Analysis of essays by first-year college students on humanities and social science subjects suggests that problems in style and structure stem from student misunderstandings of discipline-specific assumptions and conventions concerning critical analysis and "argument." Discussions and models can help students create new, academically…

Presents a three-phase strategy whereby teachers can introduce the writing process to children at almost all grade levels by involving them in writing fractured fairy tales or fairy tales with a twist. Appends a sample fractured fairy tale. (SR)

Discusses the similarities and differences between surgery and writing conferences. Argues for the importance of teachers working with student writers instead of imposing teacher-directed changes upon their writing. (MG)

Reflects on experiences with teacher-researchers and the learning that has taken place through their work. Conveys a sense of the process of their work and the products. Presents six major obstacles that the teacher-researchers encountered. (MG)

Describes a classroom technique used to creatively involve first grade students in reading and writing through the use of classroom characters who talk to the class via a paper cartoon-type balloon attached to the characters picture. Provides examples of classroom characters and how they help children develop their writing skills. (MG)

Describes a 10-stage process approach to teaching technical students "definition." Includes an assignment that encourages the use of the defining process. Discusses advantages of the approach. (PRA)

Discusses five writing exercises to improve teachers' and students' writing. Suggests using the exercises once a day. (RS)

Gives suggestions for how to monitor student revision processes in computer-assisted writing assignments that leave no "paper trail." Demonstrates the process of self-critiquing in writing five assigned papers, where writers move beyond many of the simplistic or unformed critical concepts that appeared in the first critiques. (VWC)

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…