Describes a program of creative writing and describes student objectives and teacher objectives that allow the experience to aid students in producing critical essays. (CRH)

Describes a six-week writing elective during which students become more confident of their own writing and are free of teacher assessment/judgment. (HOD)

Describes the interrelationship of reading and writing and proposes a full-school program for reading and writing development that builds on the full range of personal use of written language. (JL)

Presents the formula for writing poetry as containing three elements: the content of the poet's mind; the poetic medium--language; and the creative spark that fuses experience and language, or content and medium, into poetry. (MM)

Examines the differences between writing research conducted in England and that conducted in Canada and North America. Discusses how educators and researchers have used their observations to derive a pedagogy and have done so much too rapidly. (HTH)

Presents a formula for essay writing that forces the student to adopt a point of view from which to analyze and evaluate an author's argument. The format also addresses the problem of organization and mechanics. (HTH)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Reports the highlights of the first year of the National Study of Secondary School Writing, which provides new information about secondary school writing instruction. (RL)

Suggests that a focus on traditional rules for good writing can create writer's block and offers strategies that focus on the topic and student's thinking for overcoming writing apprehension. (HOD)

The authors assert that school writing programs inhibit students through meaningless topic assignments and emphasis on the technical aspects of transcription rather than the really basic skill of composing. They describe a first-grade classroom ideal for writing instruction, where the teacher collaborates in children's writing, instead of teaching…

Presents a theoretical model of the writing process and suggests having students create a picture collage as an introduction to the various roles and stages in the writing process. (HTH)

Summarizes a seminar discussion on teaching composition skills to elementary school students. (MP)

Argues that educators need to demystify the writing process so that students can approach the world of literature realistically. Suggests that exposure to how writers work and to the kinds of situations from which they draw inspiration can provide insights into what is required of a would-be writer. (FL)

Describes an expository writing lesson, taught in the context of a modified writing workshop, that motivates needy students to compose meaningful essays. Explains that this approach promotes self-pacing and independent learning. Concludes that this method helps struggling readers see themselves as writers. (PM)

Argues that the metaphor of writing as cognitive mapping can serve not as a basis for a new model or theory of writing, but as an attitudinal guide for concerns with writing and instruction. Notes that the term "cognitive mapping" suggests that the mental world can be seen metaphorically as a physical world. (RS)