The third article in a series describing a study of the development of a third grader's approach to revision in writing. (DD)

Brief individual conferences between teacher and student during the course of writing a composition helps the student to clarify his or her thinking on the topic, thus improving writing skills and developing enthusiasm and pleasure in written communication. (JD)

Children's dependence upon the teacher in all aspects of the writing process in the elementary classroom must be replaced by the development of self-critical tools in the young writer. To help this development, the teacher should look at the nature of the writing process, with its three steps of precomposing, composing, and postcomposing, and then…

In order to formulate instructional hypotheses and research directions, a profile of seven-year-old children's behavioral patterns associated with the writing process was sought. Eight case study children were chosen from two formal and two informal classrooms in a middle class community. Secondary focus was on gathering data from larger groups in…

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)

Describes the findings of a year's study on the status of writing in America, England, and Scotland, concentrating on reasons for the lack of writing and the conditions under which good writing occurs. (DD)

A study of eight language arts textbooks to determine how well they reflect recent findings regarding the writing process. (DD)

Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Explores questions of concern for writing research in the areas of context in writing and the teaching of writing. Discusses some research designs and procedures. (HTH)

Differences among students in writing behaviors were found according to learning environments, sex, and developmental factors. (JH)

Describes how teachers can invite children into literacy and writing by the practice of writing with the children themselves, thus showing children how they themselves learned to write and how to learn from making mistakes. (BB)

We persist in seeing writing as a method of moral development, not as an essential mode of communication; the eradication of error is more important than the encouragement of expression. We need to balance receiving and sending and to restore writing as an educational basic. (Author)

Reports on two case studies of writing development in the primary grades. Notes the impact of teacher's questioning techniques, both on student development as writers and on teacher ability to evaluate student progress. (RL)

Teachers can encourage their elementary students to write by demonstrating writing themselves frequently throughout the day. The paper discusses how teachers can become more comfortable with their own writing in order to use it to teach, then offers suggestions on how to write in class and share it with students. (SM)

Intended to assist classroom teachers with promoting and improving children's writing, this book allows teachers to see other professionals and children solve problems that arise in the midst of both teaching and writing. In one sense it is a collection of workshops with the first part of the book emphasizing teacher activity and the second part…