This article takes a closer look at teaching in classrooms by reviewing a recent article by Carol Booth Olson and Robert Land, literacy researchers and National Writing Project site directors. In "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" (EJ776476), Olson and…

Weighs the advantages and disadvantages of using the workshop approach in college writing instruction. Focuses on inadequate instructor qualities, inadequate class mix, poor use of time, boredom, and grading procedures as problems to be overcome when using the workshop approach. (RL)

Describes what one high school writing teacher would do to make a writing workshop work effectively. (RL)

Shows how practical problems in readability can be solved. Provides an example: an office of student financial assistance form, before and after revision. (PD)

Reviews the ERIC documents that examine teachers experiencing the writing process and that describe the format of workshop and inservice programs that seek to involve teachers in writing. (JL)

Presents a nine-step program for reviving a school's teaching of writing, including gaining faculty participation, compiling a bibliography, getting participants' descriptions of effective methods of teaching writing, and having participants present workshops built on doing, looking at, and learning from their teaching methods. Provides a…

From her experiences as a writing consultant, the author gives examples of ways to motivate clients to improve their writing skills. (PD)

This book has an easy-to-follow-format. It supports teachers through six workshops by sharing specific strategies, procedures, and materials that worked best for students and teachers in classroom writing workshops. The book discusses the routines that helped organize and support a workshop; and presents strategies for anecdotal record-keeping,…

If the conference-workshop method is used to its full potential in writing instruction, a number of dialogs can be established during a semester which are mutually reinforcing, and which, because of their interpersonal nature, can help to break down egocentricity in students' first-person narratives. (RL)

Describes how an elementary teacher developed a daily writer's workshop. Suggestions for finding time to write include reducing use of workbooks and skillsheets, looking for redundancy in curriculum programs, concentrating on writing for a shortened period of the school year, and creating time-saving instructional strategies. (SM)

Describes how elementary teachers can set up meaningful guidelines to enhance the productivity of writing workshops. Writing workshops accommodate the idiosyncratic nature of individual writing and learning processes. They provide a highly structured environment with clear rules and procedures. The article explains how to establish classroom…

Based on a series of successful summer writing institutes, this book presents practical ways for teachers to reinvigorate their classrooms and their own attitudes toward creative writing. In four complementary sections focusing on four groups of writers--creative writers in residence, K-12 students and teachers who participated in the summer…

Interviews Jan Turbull about her work with writing teachers in the St. George Writing Project in Australia. (HTH)

This handbook describes a workshop designed to help administrative personnel improve school system writing programs. The handbook contains agendas for one-day and two-day workshops, and modules that provide (1) a case study of a writing program coordinator; (2) a discussion of the basic elements of a writing program, including program philosophy,…

Designed to create and maintain an effective classroom writing workshop, this book explains how to teach young writers style and genre characteristics, composing skills, conventions, and the many aspects of the writing process itself. The second edition includes more information, models, and examples in the expository genre, as well as elaborating…