Don Graves died Tuesday, September 28, 2010. In the early 1980s, Don blew open the door to teaching children to write. His qualitative research and subsequent 26 books transformed the teaching of writing in elementary schools. He showed how much could be learned by the simple, powerful strategy of sitting beside children and asking them about…

In this article, the author narrates his lifelong relationship with a major American poet, Walt Whitman. He describes how Whitman's "Song of Myself" and poetic idea influenced his life and way of thinking.

Students will have to develop a presence on the page along with mastering grammar, spelling, and punctuation in order to become accomplished writers. Students should be given opportunities to hear their own written voices and the written voices of the others, their peers, their teachers and the best authors because the voice helps them to develop…

Demonstrates the impracticality of imposing rigorous definitions on the various stages of the writing process and the ineffectiveness of requiring students to adhere to strict writing strategies. (SRT)

Reviews "Author's Insights" (edited by Don Gallo) in which 12 distinguished writers of young-adult books have their say about how literature and writing ought to be taught in secondary schools. (SR)

Explores the writing process from a child's perspective. (MM)

Describes how allowing students to break the rules of standard writing can increase students' creativity in their written expression. Discusses several traits of this alternate style, or "Grammar B," including sentence fragments, double voice, lists, and spelling variations. (MM)

Reviews Linda Cleary's "From the Other Side of the Desk: Students Speak Out about Writing." Discusses outer and inner voices, writing problems, evaluation, analysis and exposition, and signs of hope. (PRA)

Maintains that the author's authentic voice as a writer is "constructed more than it is gushed." Describes how, when the author tinkers with words, when he shifts, cuts, changes, and arranges them to achieve certain effects, it isn't the writing only that he crafts: he is also crafting an identity. Notes how this applies to teaching…

Presents citations, descriptions, and critiques of two current volumes that focus on helping writers to develop better writing skills. (HB)

Describes a session at the Spring 1997 National Council of Teachers of English convention to honor Donald Murray's life and work. Summarizes several presentations, and offers excerpts from written testimonials capturing the essence of Murray's writing and teaching and explaining his irreplaceable personal and professional role. (SR)

A teacher reports that during the process of writing a novel, he saw the creative link connecting language, image, and detail. He generated details from the images and language that preceded them. The initial envisioning often flickered erratically until he had generated enough language to place himself in a detailed scene. He has found that in…

Discusses students' experiences with learning more about the "craft of writing." Considers ways to teach students to choose their own topics; to research; to organize for writing; to welcome imagination, metaphor, and memorable language; how to draft; how to give and get helpful responses; how to revise their writing to create strong…

"Voice" is one of the least concrete elements of good writing, and yet it is also one of the most important. Helping students find a balance between the "gush" of ideas and words and the "long-thinking" of reflection and craft, Tom Romano leads students to allow themselves creative freedom while developing the patience to hone that first rush into…

Although it is satisfying and fulfilling to be part of the professional conversation on English teaching, and to have had one's writing published in journals, two difficulties should be noted. First, the notion still persists that it is publication alone that validates the writing experience. Second, it is wrong to encourage teachers only to write…