Offers a model of the writing process that is based on a review of recent research and the author's experiences as a writer and teacher. Explains these stages in the writing process: (1) prewriting, (2) exploratory writing, (3) developmental writing, (4) external revision, and (5) "last looks." (RL)

Presents a procedural model for use as a prewriting strategy to help students "decenter" or distance themselves from their writing and avoid the generalities that characterize egocentric writing. The model provides opposing viewpoints in a student's analysis of problems or issues. (HTH)

Presents a professional writer and writing teacher's ideas on writing and the writing process. (JL)

Describes method in which students write a draft requiring some writing skill before learning about that skill. Concludes that predrafting (1) enforces first-drafting; (2) shows students their natural writing abilities; (3) emphasizes discovery of substance first, rules and form second; (4) promotes an active student role; (5) arranges learning in…

Uses a broad definition of technical writing (practical writing) as a backdrop for two freshman composition courses. Introduces a student planning sheet for "thinking in"--examining the audience and purpose of a writing assignment. (RL)

Adapts Edward de Bono's "Intermediate Impossible" strategy--for considering ideas that normally would be discarded as stepping-stones to new ideas--for use as a prewriting activity to enhance creative problem solving. (HTH)

Teaching writing as a process is advocated to enhance a student's metacognitive skills and understanding of writing. The process can be used with students who have mild disabilities. Prewriting techniques such as clustering and color coding are explained, along with three teacher options for prewriting instruction to address class and student…

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

Offers a series of exercises designed to facilitate both discovery of content and its development into a written draft. (FL)

The processes of prewriting, writing, revising, and proofreading are outlined in this four-page guide for writing center volunteers. Each section lists "things to remember" and provides ideas on "how to help students" when teaching these four stages of the writing process. (JW)

Discusses how writing instruction can help students move from the expressive writing typical of first drafts to writing that can be presented to discriminating audiences. (MM)

Explains how journal writing, taught with some direction, can guide students' writing and provide them with a sense of self-discovery. (HOD)

Suitable for grades K-6, the paper presents guidelines for evaluating various levels of writing ability. Also presented are a description of a four-phase writing process model and a list of components necessary for a good writing program. Characteristics of superior, typical, and weak writing are presented on a continuum according to the student's…

Describes a project that included prewriting activities based on the students' experiences, imaginative literature, encouragement to expand their descriptive ability, and opportunities to revise and edit their own work. (FL)

Describes assignments that integrate ideas from student journals into expository and deliberate essays. (HOD)