Argues that children want to write and enjoy writing and that teachers need to provide them with suitable opportunities for doing so. Discusses different kinds of writing that allow children's voices to come through. (FL)

With support from the National Endowment for the Humanities, writing teachers at three central Illinois high schools, a community college, and Illinois State University (ISU) are addressing the problem of getting composition teachers to cooperate in developing long range curricula and sharing actual classroom practices through a collaborative…

Designed for the classroom teacher, this composition handbook suggests ways in which the teacher can integrate composition activities with the Macmillan language program. The first part of the handbook examines the following research findings: (1) students learn to write by writing, (2) a variety of writing experiences is necessary, (3) the…

To evaluate the efficacy of faculty seminars for writing across the curriculum given for the instructors at Robert Morris College (Pennsylvania), an examination of the instructors' verbal protocols was conducted. Eleven faculty members from a variety of disciplines who participated in the 45 hour-long seminars and eight who did not participate…

A project followed the development of a curriculum of editing assignments used to bridge the gap between Miami-Dade Community College students' passive command of grammatical rules and active use of them in their writing. Assumptions and strategies used in developing the curriculum included: (1) the idea that editing must be seen as a part of the…

The 28 essays in this journal issue focus on methodology, interpretation, and classroom application of research in the language arts. Following a preface on the role of research in English instruction, the topics discussed include the following: (1) a research base for a large-scale evaluation of writing; (2) implications of teaching writing as…