A study of four bilingual special education settings found teachers chose different approaches for teaching writing: interactive journals, Optimal Learning Environment (OLE), Writer's Workshop, and a combination of journal writing, brainstorming-planning, and spelling practice. One year later, only participants in OLE demonstrated significant…

Provides an example of staff and undergraduate student development through collaborative writing within a discipline. The "writing to learn" initiative involved staff developers working alongside academic staff and students within subject tutorials, which placed the developer at the nexus of both staff and student development and facilitated an…

Describes a writing workshop for preservice teachers that demystifies writing and looks at students' (all future teachers) assumptions about what a writer is and what writing is. Notes how this helps students understand and visualize a new set of roles and possibilities for themselves as writers, about who can be a writer, and about what purposes…

Learning how to write in English is important for many language learners, particularly those studying at colleges and universities. Second language learners have traditionally learned to write by completing fill-in-the-blank exercises that focus more on accuracy than the composing process. Creative writing gives learners practice in composing and…

Describes theoretical concerns about providing written teacher feedback on mid-drafts of compositions in English-as-Foreign-Language process writing. (Author/VWL)

Describes the use of newspaper advice column letters as case problems in a human development course where students wrote weekly papers focusing on defining the problem in the letter, offering a solution to that problem, and relating the letter to course concepts. Reveals that students enjoyed and learned from the assignments. (CMK)

Includes three articles that discuss ways to encourage teenage writers. Highlights include guidelines for starting teen writing groups in school libraries; starting a teen print publication in a public library; and an interview with a young adult author, Chris Crutcher, who discusses how to write for teens. (LRW)

Responds to the article "Rethinking the Graduate Seminar." Argues that the two key assumptions of the article are not grounded in empirical realities that attend higher education in the 1990s. Discusses the use of student-to-student writing critiques in the graduate seminar to facilitate student growth. (CMK)

Compares accuracy of five formulae in terms of their ability to model the type-token curves of written texts produced by learners and native speakers. The most accurate models are then used to consider unresolved issues of past research on lexical diversity: the relationship between lexical diversity and age, second language instruction (L2), L2…

Examines the nature of the relationship between phonemic awareness and reading and spelling development. Focuses particularly on the development of early self-directed writing. Investigates the connection between level of invented spelling used in the self-directed writing and later reading and spelling achievement in grades 1 and 2. (SG)

Focuses on one linguistic minority--contemporary American writers for whom English is a second language. Examines ways in which these writers position and reposition themselves with regard to their multiple languages and identities in autobiographic narratives. (Author/VWL)

In thesis manuals and writing programs, the notions of ''introduction'' and ''literature review'' (LR) are often used interchangeably to refer to the beginning chapters of a thesis. Samples of introductions from research articles and theses are sometimes employed to illustrate the structure and other features of an LR, which suggests that the…

This study compares the degree of cohesion and coherence in the essays written by thirty Filipino college freshmen and analyzes how the social construction of meaning was made evident in their writing. Results showed that low, mid and highly rated essays were comparable in grammatical cohesive device use. Lexical repetition and use of synonyms…

Multicultural competence in art therapy continues to be redefined. The American Art Therapy Association (2003) Ethics Document was recently revised to list multicultural "awareness" rather than competence, thereby raising important questions about our profession's stance on multicultural competence. Awareness is the first in a series of steps…

Although often viewed as burdensome, academic writing guidelines are rarely treated as actively problematic. Even progressive scholars are unlikely to challenge the cultural assumptions or political investments of academic style guides. Yet standards regarding clarity, precision, appropriateness, sensitivity, and objectivity are not politically…