Indicates that the way different languages reduce speech to script affects how visual information is processed in the brain, suggesting that the relation between script and speech underlying all types of writing systems plays an important part in reading behavior. Compares memory performance of native English/Chinese speakers. (JN)

Describes an informal classroom study in which students tape recorded their thoughts as they read, wrote, and "conferenced" with classmates, and how they discovered the organizational benefits of using the recorder. Also describes the writing conferences and workshops that took place in the classroom. (HTH)

Argues that observations and an analysis of 245 letters written by elementary school students support the idea that writers and learners do know how to promote their own self-development. (JL)

Explains the microthemes technique, which involves students responding to assignments chosen to emphasize various forms of writing and thinking with written products no larger than 5 x 8 inch note cards. Reviews four types of microthemes used at Montana State University, explaining the activity and the writing and thinking skills developed. (DMM)

Analyzes the composing processes of three children, aged two to four, as they composed with a responsible adult in a group setting. (HOD)

An award-winning author of children's books discusses her own writing. Among the most important considerations for her are: (1) self-expression; (2) letting the story speak from its own world; and (3) having children who read the book claim it for their own. (PP)

A series of four parent newsletters helped one primary teacher explain how children were learning to write, the development of writing as a process, and what parents could do to help their children with writing. (RL)

Considers problems in using prose models in remedial writing instruction. To demystify the writing process, suggests: "teacher as writer" approaches--teachers demonstrate the problems they encounter in writing; "peer-mediated instruction"--students write for and observe each other; and "writer as model" approaches--professionals show how they…

Total School Writing is a comprehensive program which assesses the writing skills of every student. The objectives of this program include: assessing the writing ability of the entire school population; diagnosing weaknesses and strengths in the teaching methods; developing specific teaching strategies; and measuring students' writing improvement…

Describes a method of using writing to improve high school students' reading skills. (AEA)

By "conferencing" ideas in writing, the teacher involves students in the experiment and invites them to join with the teacher in investigating writing. (HOD)

Notes the connections between the process of writing and the process of intellectual discovery. Reviews some studies of the inquiry process and applies their results to the goals and methods of teaching composition. (RL)

Presents a "Heuristic of Professional Communication Goals," which enables the communicator to identify the goals that pertain to a particular communication situation and to generate subject matter that will achieve those goals. (FL)

Argues that English teachers should write and reflect on their own writing process and allow their students to know that they are doing so. (HOD)

Offers an activity for use in helping students become aware of the importance of voice in writing and reading. (FL)