Describes the new medium of e-mail as a sort of hybrid combining of print and speech. Argues that writing teachers must not ignore this new medium. Includes an e-mail update to "Elements of Style" and a description of how one teacher uses e-mail. (SR)

Points out ways (writing, presenting, reflection) that the Writing Project hones skills and makes sharp once again teachers worn down by the daily grind of teaching. (SR)

States the importance of the act of writing in teachers' lives. Highlights the differential reward system placed on elementary, high school and college teachers' writing. Proposes that it may be the activity of writing itself that can pierce these distinctions. (PRA)

Recasts and expands the working assumptions of the National Writing Project to make explicit their applicability to technology-related issues. Discusses levels of involvement, levels of use, the Writing Project/Technology Project Alliance, and the futures of new technologies in the writing classroom. (RS)

Discusses the first four months of the operation of UrbNet, an online forum for teachers in the Urban Sites Writing Network across the country to ruminate on their daily professional lives. Notes that there are more readers who are not writing on the network than is desirable. (RS)

Studies the writing of six high school students who write outside the school setting. Shares a case study of one student to show the themes and issues common to the group of students studied by the author. Finds that it is important for teachers to discover how their students view and understand writing. (MG)

Demonstrates a new way of successful interaction between high school and university writing teachers that celebrates differences in teachers, students, and writing instruction. Shows how teachers from different classes and contexts adapted a specific writing technique called collaborative planning into their teaching repertoires. Considers various…

Provides an update and expansion of an earlier "Delphi Study" which predicted changes that might occur resulting from the impact of technology on the teaching of writing. Provides comments based on recent research. Discusses two books that focus specifically on technology and writing. (MG)

States that, if writing teachers are to do a better job in teaching writing, they must create a writing community in their classrooms that motivates students instrumentally and integratively in the writing process. (MG)

Reports on a three-year study conducted by two site directors of the National Writing Project in northern Arizona. Examines the effects, both immediate and longitudinal, of the Summer Institute on the fellows' attitudes and concerns about teaching writing. Shows that significant progress was made over time. Illustrates this claim with a case…