Describes how "Colorado's Information Literacy Guidelines" were written and implemented and provides suggestions for developing similar guidelines. Discusses drafting parameters, revisions and community participation, final editing and distribution, and three projects that are contributing to successful implementation. (AEF)

Describes an inquiry project that middle school students complete during the first quarter of the year, and that serves as a foundation for future inquiry undertakings, research papers, and writing workshops. (SR)

States that teachers who view themselves as writers experience the same sort of mental changes that regular writers do. Explains that attitudes about writing change, and higher interest in all things relating to writing increases. Argues that keeping a portfolio of writings is beneficial in the development of writing skills, even in writing…

Offers guidelines on helping young children develop into independent writers. Explains what to expect at different stages, such as semiphonetic and phonetic stages, drawing as a prewriting activity, and writing and revising once drawing no longer dictates writing. Offers suggestions for providing an environment that supports the writing process.…

Describes the Reading/Writing Task, a procedure used to assess what students recall and comprehend from their reading but that also guides them to recall, summarize, and react to what they have read. Discusses the activities involved in the task and the evaluation procedure, and outlines the Reading/Writing Task scoring framework. (TJQ)

Reprints a 1990 article from this journal describing the central role that narrative--story--plays in language learning, using the example of two young men (a Cambodian immigrant and an American) working together. Updates the article with an Afterword commenting on the earlier piece. (SR)

Reviews the tensions between discourse-centered writing instruction and expressivist approaches. Considers the conflict when the writing instructor's approach differs from the writing tutor's approach. Explores the possibilities of a reflective response style of writing instruction. Advocates such an approach as a useful means of fostering writing…

Describes how, when a working writer visited a sixth-grade classroom on an ongoing basis to interact with students, the language and activities of the writing community changed in interesting and positive ways. (SR)

Examines how students in a bilingual third-grade classroom coconstruct knowledge through oral and written discourse. Explains that, by analyzing the various interactional patterns of the class, the multiple opportunities for learning become visible. Demonstrates how a group of students achieved the common task of writing a "planet story." (PA)

Presents an exercise for students in small groups designed to help students identify errors and correct them and to emphasize the importance of the editing phase in writing. (SR)

Muses on the lessons learned by a writer and writing teacher from taking a drawing class. Discusses gesture drawing and writing, the courage to make marks, the art of sharing, and the creator and the work. (SR)

States the importance of content in the process writing classroom. Demonstrates with "cultural texts" (texts about the daily realities of the students on topics of domesticity and family, violence, evolving sexuality, and future aspirations) that not only how children write, but also what they write about, is of critical importance in helping them…

Discusses the procedures the author (a writer and photo-illustrator) uses to check the facts in his nonfiction science trade books for children. Notes several ways in which misinformation makes its way into nonfiction books. (RS)

Discusses the connection between editors and teachers. Describes the author's editor, who focuses on helping authors meet the expectations of gatekeepers. Discusses how professional writing teachers might use the author's editor as a teaching model (helping students write for actual audiences and teaching more about the text-production process),…

Examines how students view their teachers' comments on their writing assignments. Reports the results of a survey on how students view comments. Offers suggestions for what teachers can do to create a shared context for commentary. (PRA)