Describes an incremental approach to writing research papers designed to promote students' commitment and audience awareness. (MM)

Examines the whole area of contemporary composition theory. (AEA)

Offers a poet's reflections on writing and his schooling. (PRA)

Explores the implications of Soviet psychologist Lev Vygotsky's cognitive theories on the writing process. (MM)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Maintains that the concept of decontextualization is fallacious, and that meaning is a dialectical process between reader and text involving, in addition, the intentions of the writer as well as the historical and cultural contexts of the text, or its place in the world of intertextuality. (EL)

Explores the intersection of poet William Stafford, the poet in each child, and poetry. Discusses influences of Stafford on the author during her academic training and subsequent academic career. Notes Stafford left behind a vision of the world, a way of thinking about the process of writing, and a respect for the writer that is each child as…

Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

Explores a way for writing teachers to provide feedback, assess growth, and monitor personal story narrative writing from a positive, supportive and holistic perspective. Lists and explains five dimensions of personal story narrative writing, discusses development, and provides examples of student writing. (PRA)

Argues for a rethinking of the act of writing as the creation of a work of art. Discusses the implications of how a change in view can affect the practice of teaching writing. (JC)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

Examines the relationships between rhetoric, composition, form, and content. Notes the need to teach the forms of composition. Urges writing teachers to develop student self-consciousness and understanding of the writing process. (RL)

States that, for one instructor, professional inquiry in a graduate education program has led to a critical examination of day-to-day practice in the classroom, especially regarding the writing process in the grade 7-9 writing workshop he formerly taught. (PA)

Proposes a model which connects the acts of reading and writing in three cyclical components: the forming cycle, the coding cycle, and the reviewing cycle. Explains in each interlock of the cycles are the subprocesses generating, organizing, and editing. Notes that the sensor is centered where all three prime processes overlap, serving to…

Shares the views of five authors about what is being done in the name of whole language in the Canadian province of Nova Scotia. States that these essays represent only temporary perspectives, and that more challenging questions about the theoretical assumptions that underlie whole language will arise. (PA)