Considers how writing has changed the author and his relation to the world. Proposes that reading can have the same influence on young adults. (RS)

Analyzes the fiction of Robert Newton Peck with reference to his book "Secrets of Successful Fiction." (TB)

Describes events and mountain places that influenced the writing of the author's young adult novel "Beardance." (SR)

Reviews the career of southern young adult novelist Sue Ellen Bridgers. (RS)

Surveys 145 practicing playwrights to examine how secondary school students can be taught the processes of playwriting in a program of dramatic studies. Proposes a model playwriting component for secondary school drama courses. (MM)

Offers a broad historical overview of research and theory in the teaching of composition, focusing on D. Gordon Rohman's study of the writing process; Janet Emig's introduction of the writing protocol; and Linda Flower and John R. Hayes's work on the mental processes involved in writing. (DMM)

Presents an interview with Richard Rorty. Notes that Rorty's views may surprise some compositionists: "social constructionism" does not refer to any intellectual movement he is aware of; social constructionism does not share the same fundamental assumptions as new pragmatism; writing across the curriculum is a terrible idea; and there…

Argues that the metaphor of writing as a tool is still used because the ideas of Kenneth Burke have not been applied comprehensively. Argues further that Burke's "A Grammar of Motives" implies a radical change in what it means to teach students to analyze and produce texts--a change leading up to and beyond Freireian pedagogy. (RS)

Describes how using split screens allows students to see writing as a complex and recursive yet coherent process rather than as a linear progression of distinct activities. Suggests that "windows" encourage sustained engagement in prewriting by opening accessible passageways for movement from prewriting and planning to drafting and…

Asserts that imitation is an effective way to teach form and sense of language while encouraging creativity. Suggests several imitation assignments, including exact sentence imitation, controlled composition, and model compositions. (MM)

Presents findings of a descriptive study designed to compare instances of writer's block in English and Spanish, among and within three groups of bilingual writers. Tries to determine if the same writing factors stymie both the novice bilingual writer and the practiced bilingual writer. Suggests ways to lessen writing apprehension. (RAE)

Suggests an alternative to traditional revising for basic writers. Describes how "interrupted" writing assignments can reveal students' writing processes. (MM)

Explores the relationship between life histories, identities, and the act of writing through two students' experiences with academic writing. Diagrams how a writer's experiences shape opinions, voice, and self-concept, which are brought to bear on the act of writing. (SK)

Discusses the author's views on writing history. Notes that he stresses what people say about their lives in their own words to make history more accessible to readers. (RS)

Examines the paradigm "the writer is self-contained," which underlies current writing practices in business and education. Discusses how creating a supportive climate for the writing process relates to the paradigm "every writer needs an editor." Discusses the implications of making such a change in business, industry, and education. (SR)