Revision is an important aspect of the writing process but is often challenging for students. Peer review can be helpful, but training is needed for it to work effectively. This article suggests an approach to preparing students for peer review by teaching specific evaluation criteria and leading collaborative practice in reviewing papers written…

The purpose of this study was to increase the formation of the pre-handwriting skill of imitating lines and circles with two 2-year-old preschool students using a hand-over-hand prompting procedure. Both students attended a preschool special education classroom in a rural school district. During baseline, line and circle imitation for both…

The goal of the study is to develop an equity-minded theory of college writing readiness. An estimated third of incoming students are academically underprepared for college writing. The majority of these students will not earn a baccalaureate. Because rigorous pre-college preparation is a chief indicator of postsecondary achievement, improving…

A required writing mechanics course for mass communication students was moved online. A case study experiment manipulating the course design was conducted to determine effects on student engagement, learning, and satisfaction. Online designs with greater interactivity capabilities are positively associated with all three outcomes. These desirable…

Provides a chart delineating some of the benchmarks in the writing development of elementary school children. Offers a variety of suitable program strategies with which teachers can modify their writing programs to suit the developmental stages of their students. (HTH)

Picture books provide effective models for student writing. For purposes of organization and writing lessons, the models found in picture books may be divided into three groups: (1) language patterns; (2) story structures; and (3) literary elements. Language patterns include repetitive sentence patterns, verse forms, word patterns, and cultural…

Compares and describes written language environments of kindergarten children in Scandinavia, Great Britain, and the United States. Finds a lack of written language in Scandinavian kindergartens, writing in the context of interactive play in Great Britain, and either academic writing instruction or developmentally appropriate print-rich…

Concludes that in classes where their writings are turned into books, even seven year olds gain a sense of audience and begin to write with their readers in mind. (FL)

Argues that teachers of young children need to recognize and take advantage of suitable opportunities to model their writing skills. Offers examples of possible activities. (FL)

Examines the reading personna of the writer and its functions. Discusses how a writing instructor, by means of listening in a conference setting, can bring this other personna into existence. (HTH)

Traces the development of a project that consisted of first graders developing a book. (DF)

Raises some questions about the way children write stories and the part teachers play in their writing. (HOD)

Proposes that writing instruction at the intermediate level of second language study should be kept to a minimum. Gives examples of the kinds of brief derivative exercises that are most beneficial. (EKN)

Offers a five-step support technique for transferring speaking to writing and offers observations on helping children with the conventions of writing. (HTH)

Printing and writing skills and their interaction were studied to discover if teachers should not teach cursive writing to students with poor printing skills. Writing samples were analyzed using a diagnostic inventory that focused on major elements of form and neatness. Results are discussed. (Author/DF)