Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Describes a taxonomy for analyzing written revision. Reports two studies that used this taxonomy and discusses the implications of these investigations. (RL)

Notes that those teachers and scholars who are known as the "new rhetoricians" are divided on assumptions about the nature of rhetorical art, with some holding a vitalist theory of art and composing and others holding a technical theory. (HOD)

Presents suggestions for teachers to help writing students understand when and when not to revise their writing. (HTH)

Argues that, in understanding creativity and the process of composing, it is helpful to think in terms of the metaphysical concept and while polar opposites appear to be contradictory, they are part of the same whole. Suggests some polarities that help in understanding the creative process in writing. (TJ)

Explores the alternating mental perspectives that writers assume during the composing process, from inner experience to outer judgment and back to experience. (HTH)

Journalism rules for writing lead lines to articles are reviewed. Examples of leads made effective by observing or breaking these rules are discussed. (HTH)

Uses the case of revision as an example of how the artificial segmentation of the composition process into stages has created perceptual boundaries for composition teachers and researchers. (DD)

Suggests several types of case studies writing teachers can conduct, using their own writing, which provide the materials they need for worthwhile observation. (DD)

Explores the creative process in writing "close to the bone" by examining the origin and development of stories in Eric Carle's book Flora and Tiger. Discusses the use of autobiography, voice, detail, subconscious, and the roles of freedom and discipline in storytelling. Includes a selected bibliography of Eric Carle's picture books.…

Reviews the work and life of young adult novelist Marsha Qualey. Provides both a biography and review of her novels. (TB)

Uses concepts of creativity, transformative learning, imagination, and dialog to explore hidden patterns affecting the inability to write. Describes the use of reflection and imagery to make meaning of experience and unblock writing processes. (SK)

Presents a speech delivered by the author, the 1997 recipient of the Scott O'Dell Award, given for an outstanding work of historical fiction for her novel, "Jip: His Story." (SR)

Raises and answers some questions about why the author, a full-time college professor, writes fiction. (RS)

Examines the question of whether writers have to stick to literal facts of a story. Contends that the type of memoir a writer produces is determined in part by that writer's sensibility, as well as by how that writer views the genre. Concludes that the emotional truths of memoirs are often better served by how they are remembered than by how they…