Reports on writing research about revision. Notes the implications of this writing research for classroom applications. (RL)

Offers a five-step support technique for transferring speaking to writing and offers observations on helping children with the conventions of writing. (HTH)

Surveys materials in the ERIC system supporting the theory that children have a natural inclination to write that teachers are not taking advantage of and that offer practical suggestions to encourage writing skills and interest. (HTH)

Argues that there is a developmental relationship between children's performances in reading and writing tasks and describes two diagnostic tasks that teachers can use to assess young children's developing concepts of words in reading and in writing, without interfering with the natural processes of learning to read and write. (HTH)

Considers the idiomatic nature of the writing process. Encourages teachers to let writing tasks arise naturally and realistically and to teach the writing process with students' personal needs and interests as the starting point. (RL)

Discusses the author's childhood reading experiences, his thoughts about his "Paddington" books, his writing procedures, and considerations in writing books for children. (GT)

Describes a "directed writing activity" that teachers can use in developing writing sessions that consistently produce good results. Outlines six steps in the writing activity: prewriting, framing the writing assignment, writing the assignment, revising the draft, editing, and writing the final draft. (AEA)

Examines the tagmemic heuristic for invention and proposes a revision in the tagmemic heuristic as currently formulated, designed to make it more useful. (FL)

Reports on the positive effects of free writing that is followed by rewriting. (RL)

Although all teachers may not feel proficient in language instruction, every teacher can provide students with writing experiences through assignments that widen the audience for student writing, offer supportive conditions, increase and vary writing opportunities, and increase idea-producing experiences. (Author/JM)

A summary of research findings on the writing process reveals a number of distinct stages and the recognition that errors are a natural part of learning and often indicate progress rather than failure. Writing evaluation and inservice education programs are discussed. (Author/MLF)

Included among the 10 commandments for good writing are: (1) Write with verbs and nouns; (2) Write for yourself and other people; (3) Do not write in jargon; (4) Read aloud your writing; (5) Do not write cluttered sentences; and (6) Use concrete words and phrases. (JN)

Describes ways that word-processing computers can be used to teach writing and editing skills and related attitudes. Explores the advantages and disadvantages of using computers in writing programs, as well as some misconceptions about computers. (HTH)

The negative relationship between the structural rules usually taught in composition classes and writer's block is explored. Suggestions for helping a student with this writing problem are given. (HTH)

The most important implication of a reader response textual model for the teaching of writing is that unless students know how to read they cannot learn how to write, and unless students know how to read well they will not write well. (HOD)