Discusses McPhee's interviewing techniques, how he handles the mass of notes he generates in preparing and researching a book, how he translates those notes into a first draft, his relationships with editors, and the course on "The Literature of Fact" he teaches at Princeton. (RS)

Discusses how to develop a proposal in response to a Request for Proposals (RFP). Provides a list of things needed to write a proposal, a proposal outline, a general proposal checklist, and a proposal writing checklist. (DR)

Reprints a 1983 article from this journal in which the author (a well-known journalist, writer, and teacher) shares advice he gives himself and his students. Updates the article with an Afterword commenting on the earlier writing. (SR)

Discusses a literacy-enhancement program for undereducated university staff members tutored by college students taking a composition course on literacy. Focuses on the essays of one college student to illustrate how the sequence of writing assignments in the course fostered the reading and writing processes of academic literacy. (SR)

Discusses how peer response journals were liberating for two students. Notes that the technique sometimes works well and sometimes does not. Notes that the two students felt more comfortable in their writing, expressed themselves more clearly, became more responsive, took risks, asked questions, shared opinions, and expressed inner feelings. (RS)

Describes lessons learned about writers and writing from living with a fiction writer. Discusses implications for teachers of writing. (SR)

Presents an interview with children's poet J. Patrick Lewis. Discusses works in progress, his writing processes, his views on poetry, and his revision processes. (RS)

Discusses the collaboration of two first grade girls as they wrote three stories on a newly installed classroom computer. Finds that children bring a great deal of knowledge about the processes and conventions of writing and story construction into their composition. Notes that a single microcomputer can be put to valuable use without complicated…

Proposes combining peer-response exercises from Peter Elbow and Pat Belanoff's book "Sharing and Responding" with the series of written peer critiques in Kenneth Bruffee's "A Short Course in Writing." Argues that these types of peer criticism work best in tandem in the collaborative classroom, capturing the struggle between individual expression…

Presents the results of a questionnaire which asked students to distinguish the most helpful instructional factors and activities aiding their writing progress. Concludes that the student's voice is his/her most accessible tool for progress, that acceptance of the student's voice is crucial, and that the speaking-writing connection is the most…

Discusses how the author blends oriental myth, fantasy, and science to produce unique science fiction. (PRA)

Describes a first-year composition sequence of assignments using the topic of family to allow students to write essays based on their own experiences. Notes that the sequence eventually requires that students also address connected ideas and then reflect on the convergence of the personal and analytical. (PRA)

Discusses ways to create a classroom environment that encourages students to test the power of their language through reading and writing experiences. Describes a writing lesson in a writer-centered classroom, what a writing classroom looks like, and what teachers should do first in terms of the physical setup of the classroom. (SR)

Maintains that magazine and journal articles can be a powerful marketing and education tool. Discusses planning an article, getting the most from the material, and working with editors. (SR)

Outlines several steps to follow to write exciting and lively news or feature stories. (SR)