Fifteen upper-elementary teachers (regular and resource room) agreed to enact a new instructional model called Cognitive Strategy Instruction in Writing (CSIW). The model emphasized that teachers should model the cognitive processes of writers, scaffold dialogue with students about their writing, and create a social context in which writers…

Cognitively oriented research on writing has altered the manner in which writing is understood and taught. In the 1970s, writing teachers were challenged to improve students' skills. Finding traditional, product-oriented methods inadequate, they were left to discover how they might guide students to develop their skills. L. Flower and J. R. Hayes'…

An "authentic dialogue" is presented consisting of two case studies that describe how a process learning teacher became a co-learner with her students through the teaching method of natural learning. Two middle school students, a 13-year-old boy named Josh who dashes off his assignments with whirlwind nonchalance and a fourth-grade girl named…

Presents some of the better-known models to describe the process to writing. Combines some of their common features into a framework that is useful for thinking and talking about the roles that computers may play in supporting "the writing process." (MG)