Suggests that teachers or researchers ought to slow down, trust their intuitions, and keep solutions open longer as they approach and attempt to solve educational problems. Shares, through three studies and one poem, the similarity in the thinking and writing of research problems and the composing of a poem. (MG)

Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)

Reveals the lack of research on children's writing and suitable writing instruction in the last 25 years. Points out the inadequacies in the research that is being done and the need for better research methods that take writing context and environment into account. (HTH)

The third article in a series describing a study of the development of a third grader's approach to revision in writing. (DD)

This fourth article in a series on the writing process describes one child's writing process and draws implications for teaching first grade writing. (DD)

Responds to criticisms from the preceding article that writing process research, specifically that of the author, has not extricated itself from pedagogy and the classroom. (HTH)

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)

Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Explores questions of concern for writing research in the areas of context in writing and the teaching of writing. Discusses some research designs and procedures. (HTH)

Reports classroom observations and dialogues with children that show children's understandings and use of punctuation; reports data showing that children in a class in which punctuation was taught in the context of writing learned more about punctuation than children in a class in which it was taught in isolation. (ET)

Presents findings from an in-depth study of children's composing processes in an effort to explain handwriting performance in relation to child development and the writing process. (GT)

The first of a series of columns which will describe the progress of a longitudinal research project on the writing process funded by the National Institute of Education for two years. (DD)

Describes how teachers can invite children into literacy and writing by the practice of writing with the children themselves, thus showing children how they themselves learned to write and how to learn from making mistakes. (BB)

Shows how the classroom environment provided by a second- grade teacher allowed one of her students to experience her own writing process and develop as a writer. (RL)

Reports on two case studies of writing development in the primary grades. Notes the impact of teacher's questioning techniques, both on student development as writers and on teacher ability to evaluate student progress. (RL)