Suggests methods of using literature to help students select and develop topics, write drafts, confer about their writing, revise, edit, and publish their work. Concludes that students can learn a great deal about writing processes through reading and discussing children's literature. (RAE/JAD)

Suggests that history books for children and young adults have come a great distance from the early texts that aridly detailed events and listed dates and names to be learned by rote. Discusses writing historical nonfiction, and histories yesterday and today. Appends a list of the characteristics of nonfictional history. (RS)

Discusses how the author finally outgrew his mentor/tormentor relationship with writer, teacher, television producer David Milch. Discusses their teacher/student relationship, their respective writing processes, and their later interactions as successful television producer and published novelist. (RS)

Presents an interview with storyteller Isabel Allende. Discusses geography, politics, gender, and love, and the way perspective affects the storyteller's magic. (RS)

Examines the role new technology is playing in the magazine writer/editor relationship. Finds that editors report the new technology is affecting their relationship with writers, and that free-lancers are less apt to use expensive new technology than staff writers. (SR)

Argues that imitation as a pedagogy in the composition classroom--far from dead as most would assume--remains a reputable practice for some writers. Attempts to situate arguments for imitation in the larger context of the process movement. Explores complex historical, cultural, and theoretical reasons why some may object to imitation. (TB)

Reports on an interview with children's book author Pam Munoz-Ryan after her appearance at OCIRA's 1994 Fall Conference. Recounts that Munoz-Ryan did not consider writing a book until the age of 32, but that once her first book was published, she knew that she wanted to write books "forever." Explains the author's view on the writing…

Presents a dialogue between the authors on what it is like to collaborate in writing young adult fiction. Discusses their writing processes, how they come up with ideas for their books, and how they get the books published. (RS)

Raises questions about the epistemology inherent in composition studies, especially with regard to the issue of modeling. Investigates the usefulness and implications of modeling theory for contemporary composition study. Provides a context for discovering what it means to construct models of writing processes. (HB)

Discusses a new model for teaching writing that emphasizes the acts of composing, especially how writers generate ideas and revise them through a series of drafts. Expresses the wish that administrators not solve the problems of enrollment reductions and budget cuts by enlarging composition classes. (RS)

Describes the process of writing the picture book "Encounter," which tells of the fateful first meeting of Christopher Columbus and the Native Americans from the point of view of a boy raised in the Tanio culture. (RS)

Discusses three measures of process assessment, describing checklists, conferences, and self-assessment that focus on the writing process and what writers do as they write. (SR)

Reflects on the contributions of Dr. Seuss to the field of children's literature. (PRA)

Shares practical information that technical writers can use when writing scripts for video presentations. Discusses the kinds of information needed for script writing, the steps involved in doing so, and the script's role in production and editing. (SR)

Presents an interview with poet and teacher Barbara Juster Esbensen, 1994 recipient of the NCTE Award for Excellence in Poetry for Children. (SR)