Contains an interview with Hawaiian writer Graham Salisbury about his young adult novels, such as "Blue Skin of the Sea,""Under the Blood-Red Sun," and "Shark Bait." Discusses the struggles and conflicts of boyhood. (TB)

Advances the idea of using the workshop format for basic writers' development as writers. Finds that workshops generate conversations and discussions that encourage social, political, and economic awareness to help basic writers discover who and where they are in society. (PA)

Queries Kingston about her fiction and nonfiction writing--her influences, how being Chinese American has shaped her, her thoughts about history, and her ideas on the writing process and on teaching. (PA)

The Women Speak writing project explored the use of writing as therapy for homeless women at an urban drop-in center. By sharing experiences, a sense of empowerment began. Nursing students and faculty were challenged to rethink the traditional clinical relationship that gives highest priority to the needs of students and faculty rather than the…

Describes how a teacher helps children understand that endings do not just magically pop into their heads as they write the final words of their stories. Hopes to provide students with authentic revising sessions and to encourage them to assume the dual role of critical reader and thoughtful writer whenever possible. (SG)

Proposes guidelines for managing and writing self-study documents prepared by school district business officials seeking accreditation by the International Association for Management Education. Includes description of the writing team and an organized data-collection method. (PKP)

Examines the history of process and post-process in composition studies, focusing on ways in which terms, such as "current-traditional rhetoric,""process," and "post-process" have contributed to the discursive construction of reality. Argues that use of the term post-process in the context of second language writing needs to be guided by a…

Considers how the views of Quintilian provide a new lens for examining the writing process and its components as advocated by D. Graves, D. Murray, and others. Notes that the Quintilian Progression contains guidelines to support teachers and students as they endeavor to become more effective writers and critical thinkers. (SG)

Presents an interview with Colson Whitehead. Discusses his approach to writing a novel. Considers several of his novels and his experiences writing them. (SG)

Argues that metaphor offers students and teachers a significant (but little used) means of communication. Contends that by examining and extending student metaphors for composing, teachers gain valuable information about how students struggle to create a text and how they struggle with teachers over issues of power and authority. (RS)

Assesses the compatibility of computer conferencing with collaborative learning. Finds that computer conferencing is another form of computer technology well-suited for the teaching of writing as a socially constituted process. Finds that computer conferencing integrates school life with life outside the school. (RS)

Examines the concept of intellectual development, focusing on how differences in writing reflect different developmental models, such as those developed by Piaget and Vygotsky. Discusses the consequences of developmental models on theories of composition and the function of narrative. (MM)

Describes a series of studies of both student and professional writers. Concludes that writers' emotions change discernibly when they compose. Finds intensified positive emotions (such as excitement and happiness), weakened negative-passive emotions (shame and boredom), and less variable negative-active emotions (including fear and anger). (SG)

Regardless of the content area, the foundation of learning is reading and writing. By emphasizing process, not product, and encouraging students to express themselves in reading and writing, teachers can make learning more meaningful and successful. Form should emerge from content, from the student's need to express an idea. Includes 10…

Discusses some problems of the process approach to writing instruction. Investigates the impact of productivity on student performance and attitudes; whether forcing productivity is workable in the classroom; and whether productivity shows potential for helping students develop as writers. Notes that practice is an important part of the writing…