Four principles are presented for teaching children, across age and grade levels, to write and enjoy writing: interrelating literature and writing, teaching writing as an intellectual rather than a mechanical process, emphasizing process over product, and teaching writing as a holistic process rather than a set of isolated skills. (PB)

Proposes a model for building the self-concept or self-esteem of students through carefully designed writing assignments that emphasize persona. Includes four writing assignments. (RAE)

Suggests techniques from Peter Elbow's book, "Writing with Power," for an advertising copywriting class. Describes in detail an eight-step procedure: warm-up, loop writing, sharing, revision, sharing, revision, editing group sharing, and revision. (MS)

Suggests that English teachers use sports metaphors as a different way to communicate with their students about writing. (MS)

Urges the use of claims-based analysis in editorial writing instruction. Explains the use of five hierarchical claim types (factual, definitional, causal, value, and policy) to teach students to analyze and formulate arguments, thus teaching editorial writing by focusing more on the process than on the product. (SR)

Describes a process writing approach which encourages students to write about true events, rather than about their favorite television shows. (MM)

Process approaches are defined and their roles in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) writing instruction are discussed. Three different meanings of process are reviewed, the ESL/EFL writing literature is analyzed, and some problems in implementing process writing pedagogy are identified. (Contains 135…

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)

Outlines an assignment in which a teacher used portfolios as the basis for a final examination to give students a chance to assess their own writing and their progress. Discusses the success of the assignment and the teacher's surprise at the students' insight into their own strengths and weaknesses. (PRA)

Investigates the effects of letter writing on the writing of sixth graders. Describes the process of establishing a communicative relationship between the writer and the audience. Finds that students' writing improved in the following areas: length, syntax, paragraphing, openings and closings, questions, topics, and borrowed features. (PRA)

Presents guidelines used by a first-grade teacher to teach students to write fictional stories based on things they know and using children's literature as models. Describes the benefits of writing workshops and outlines a method for teaching techniques that professional writers use. (SM)

Describes an approach to teaching written reports and how the author adapted this approach for her students. Discovers ways to use the process approach to writing in interesting ways that take the students beyond the personal narrative. (MG)

Discusses the processes by which students think through and compose essays. Shows how writers often begin with the conclusion, or the ending. Provides a basic three-step model which allows students to analyze literary works systematically, with the objective of producing organized essays. (HB)

Contributes to the emerging picture of children's development of understanding in geometry and the kinds of teaching that can support it. Describes how teachers can use episode writing to capture student thinking and make instructional decisions. (ASK)

Seven students with language and learning disabilities in fourth through eighth grades were interviewed to determine their understanding of and attitudes toward a writing-process instructional approach. Students' attitudes toward this approach were positive but their understanding of prewriting elements and of revising and editing were quite…