Discusses a case study designed to explore modeling as it relates to the use of invented spelling by very young writers. Examines the effects of metacognitive modeling by peers. Suggests the value of having good writers model their thinking processes for immature writers as they use invented spelling. (MG)

An activity book presents strategies and suggestions to help elementary teachers lead their students through the five steps of the writing process: prewriting, drafting, revising, editing, and publishing. A student activity page has children use artwork to inspire writing. (SM)

Describes how seventh graders were given a writing activity, collaboratively created by teachers and librarians utilizing a computer program, to introduce cumulative tales. Details the process of identifying characteristics of cumulative tales, teaching as a team, writing the tale, recording the tale on the computer, and sharing cumulative tales.…

Investigated the efficacy of integrating task-based e-mail activities into a process-oriented English-as-Second-Language (ESL) writing class. Particular focus was on the linguistic characteristics of 132 pieces of e-mail writing by ESL students in tasks that differed in terms of purpose, audience interaction, and task structure. Computerized text…

This article presents practical and specific strategies for helping students with writing difficulties become successful in each of the following stages of the writing process: prewriting, writing, revising, and publishing. Recommendations include using visual images, modeling prewriting procedures, providing word banks, providing a…

Describes "Trace-it," a computer tool that traces the writing processes and makes accessible extra information about individual students' written second-language skills. A study of differences in revision behavior as Swedish students' written English ability improved determined that Trace-it found additional information about writing…

This article recounts the author's experiences with students in a Writing Center, and examines the troubles of traditional teaching styles that reflect the notion of a single norm of thought and experience. Asserts that prescriptive writing instruction stymies personal and scholastic development and undermines democratic learning. Contains 12…

Describes a veteran teacher's (the author's) childhood memories of learning to read and of the enduring value of literature. Shares the path she has taken as a first and second grade teacher, and a teacher educator, using quality literature and experiences to lead children to reading and writing. (SR)

Reports on a survey conducted on TESL-L aimed at discovering whether English-as-a-Second-Language teachers have similar concepts of the process approach to writing or whether the concept has now evolved in different ways in different places. Survey results show teachers actually have strongly differing ideas as to what process writing is.…

Draws on data collected in an ethnographic project in an urban first grade to examine how media use informs child composing. Focuses on the influence of visual media involving animation. Concludes with a consideration of the teaching challenges posed, and opportunities offered, by the children's media use. (Author)

This study charts the terrain of research on writing during the 6-year period from 1999 to 2004, asking "What are current trends and foci in research on writing?" In examining a cross-section of writing research, the authors focus on four issues: (a) What are the general problems being investigated by contemporary writing researchers? Which of the…

Much has been written about the transformative influence of new technology on the school curriculum, but only a small number of studies have focused on the practical implications for primary literacy. The dominant paradigm seems less concerned with transformation, instead favouring a view of "technology as enrichment". This case study…

Building on previous studies of the effects of planning on second language (L2) learners' oral narratives and drawing on Kellog's (1996) model of writing, this article reports a study of the effects of three types of planning conditions (pretask planning, unpressured on-line planning, and no planning) on 42 Chinese learners' written narratives…

The process approach to writing instruction emphasizes a cycle of revision during which students draft, edit, revise, and redraft their work. In this approach, feedback from teachers or peers and the opportunity to revise written work based on this feedback are considered to be keys to students' development as writers, and the role of instruction…

The concept of student voice has become a powerful metaphor in college-level writing class. In this article, the author enthusiastically invites her students to activate their "voices." But like healthy self-concept or freedom or individuality, voice only comes from within. It cannot be given, imposed, and "taught." Too many students seem hesitant…