Points out that there is an enormous amount of material from the world of art that can help people see and, therefore, help them write. Notes the connections between writing and visual art as expressed in the work of many writers, including the author. Offers suggestions on how to explore the connections between writing and art. (SR)

Examines the potential of the Advanced Placement Document-Based Question as constructed and presented by an exemplary teacher to engage students in historical reasoning and writing. Analyzes how five students responded to four document-based questions over a year, tracing how organization, document use, and citation language indicate how writers…

Uses six students' writing to detail classroom revision techniques that have students write alternative sections of their essays, generate new aspects of their topics, and see other possibilities in their work. (SR)

Notes that a premium has been placed on written composition in American schools. Discusses classroom research that demonstrates the power of oral composition. Suggests that to help all children become better composers, educators must involve them in authentic oral, as well as written, composition. (SR)

Suggests ways for journalists to better their writing skills, for example, being aware of unnecessary words and redundancies and the fact that the simplest word is usually the best word. Tells reporters which words to avoid, such as "many,""some," and "a lot." Gives examples of some mistakes that journalists have…

Claims that what matters in classroom writing instruction is an authentic, supportive audience. Shares results from a study of a combined grades 5-6 classroom. Finds that students felt successful as writers when peers evaluated their prose positively. States that the students' knowledge that their writing evoked emotional response from their peers…

Reviews an instructional strategy for remedial writers which consists of four steps: identifying a strategy worth teaching; introducing the strategy by modeling it; helping students to try it out with workshop-style teaching guidance; and then, helping students to work toward independent mastery. (TB)

Describes a number of ghost stories from American cultures, all of which, despite their different origins, seek to stimulate horror, escapism, and fantastic pleasure. Suggests that the stories may be used to improve reading and writing and incorporate "rainbow" themes in the classroom. (TB)

Provides a framework for using journal writing in the primary grades to develop writing skills. Outlines techniques to help focus teacher observations, deepen insights, inform curricular decision making, and help teachers reflect upon the student's role in journal writing. (RS)

Discusses strategies and activities that a teacher can use to help a young writer become a fluent writer. Suggests that it is essential for teachers to provide an abundance of opportunities for children to write. (RS)

Describes how the author discovered practical, accessible ways of talking with her seventh and eighth graders about the considerations and decisions of fiction writers. Appends a fiction writing handbook. (SR)

Reflects on four significant issues discussed in this issue devoted to teaching writers to spell: (1) how much time should be spent on spelling; (2) how kids can be helped to care more about spelling; (3) how stakeholders can be helped to understand the point of what educators are doing with spelling; and (4) where the national climate is heading…

Notes that learning new things is one of the most important reasons advisers send their editors and staff to summer workshops, and it is also the biggest reason for advisers themselves to go. Explains that in the atmosphere of a summer workshop, everyone shares a dedication to journalism. Concludes that most students and advisers come away from…

Evaluates the effectiveness of a writing improvement program outside the English department. Finds that the program prepared students for writing on the job. Considers changes in the writing program to make it a true writing-across-the-curriculum program. (RS)

Investigates the effects of word processing on student's compositions to untangle the seemingly contradictory findings of earlier research. Finds that students are increasing their fluidity and fluency while simultaneously failing to organize and focus their increased verbiage. (RS)