Continuing the conversation began in the book "Invitations," this book further explores the full universe of an effective language arts and literacy program across the curriculum. Filled with an array of field-tested teaching ideas, detailed strategies, reviews of theory, teacher-crafted lessons, and lists of annotated resources, the book presents…

Currently, university composition programs are experimenting with the delivery of online writing courses, without the component of face-to-face interaction. To assess the efficacy of this delivery medium, a study compared two groups of undergraduate students in a course on argumentative writing taught by the same instructor: one group taking the…

A study examined the effect of a structured writing process on student comprehension during a year-long classroom writing workshop. Subjects included 10 sixth-grade students of average reading and writing comprehension who completed an initial writing survey as well as quarterly writing behavior self assessments and writing evaluation conference…

Introduces and demonstrates the various ways that writers keep track of the main theme of the exposition and how they change signals to and from subtopics to maintain continuity in texts. Concludes with notes on teaching this material. (PD)

Reports on two case studies of writing development in the primary grades. Notes the impact of teacher's questioning techniques, both on student development as writers and on teacher ability to evaluate student progress. (RL)

Discusses children's writing process and how creating an atmosphere in which they are willing to take risks encourages their writing fluency and enthusiasm. Suggests that allowing invented spellings, reading-writing partners (peer pairs), and class editing can be beneficial to beginning writers. (HTH)

Presents case studies of two first-grade children, examining their writing as a linguistic and social process that involves the child in an exploration of both oral and written language within the social context of the classroom. (HTH)

Discusses the use of writing assignments to improve the capacity of literature students to read and analyze assigned texts in the foreign language. The approach provides a higher level of motivation for self-correction that will enable students to overcome, rather than formalize, their errors. (Author/JL)

This article explores the connections between strategic writing instruction and social identity formation in a ninth-grade combined English/social studies inclusion class. It shows how a combination of process writing and strategic writing instruction helped in their writing. Strategic writing instruction helped students view themselves as…

A guide for college faculty who have never written research reports for journal publication outlines the rationale for writing such reports, outlines difficulties in getting published initially, explains factors that may contribute to failure of a research project, and provides specific procedures for producing a publishable paper. Advice…

Points out the similarities and differences between library instruction and writing instruction in the higher education curriculum. Topics include an historical overview; teaching language; writing and research as processes; discourse communities, or academic disciplines; workshops to initiate and sustain writing across the curriculum; assessment;…

Describes how one teacher dealt with a rebellious sophomore Honors English student and how they learned to listen to each other. (MG)

Shares some of the things learned during interviews and observations of three English teachers focusing on the role of planning in the teaching process. (MG)

Examines the relationship between cohesion and coherence in children's writing. Finds evidence of a relationship between cohesion and coherence, and reports that this relationship (1) varies according to text content; (2) does not vary according to quality of writing; and (3) does not vary according to the students' grade level. (KEH)

Describes a freshman honors writing course in which students submit research papers and then write letters to the teacher about the experience. Identifies four concerns raised by students: (1) managing time; (2) managing the topic; (3) integrating sources; and (4) following a structure. Concludes that peer interaction is a valuable resource for…