Discusses technology and literacy, in particular the characteristics and qualities of hypertext. Seeks to communicate some of the experience of reading hypertext. Argues that the computer is much more than a new device for displaying textual information or for teaching children how to read and write. (SR)

Presents a rationale for systematic notemaking (annotating directly onto the pages of textbooks) to reorganize content, a model of the notemaking continuum, an example of a journal assignment, a six-step coding system for notemaking with literature, two formats for coding--one for themes and one for character analysis, and conclusions on the…

Reflects on four significant issues discussed in this issue devoted to teaching writers to spell: (1) how much time should be spent on spelling; (2) how kids can be helped to care more about spelling; (3) how stakeholders can be helped to understand the point of what educators are doing with spelling; and (4) where the national climate is heading…

Interviews Kim Stanley Robinson, a well-known science fiction author. Discusses his reasons for writing science fiction, his writing influences, and writing techniques. Explains his interest in science and the relationship between music and his writing. (PM)

Describes the outcome of an innovative mentoring program that paired technology faculty and methods faculty in order to form partnerships to facilitate the modeling of technology for preservice teachers. Discusses the creation of useful applications for enhancing poetry writing through technology for elementary school students. (SG)

Suggests that educators rethink the ways in which they introduce elements of fiction. Considers how giving students the opportunity to show what they already know about the elements of fiction can lead them to a richer appreciation of the rewards of reading short stories. Notes that folktales and urban legends can provide familiar parallels to…

Describes how the author asks students to turn off their monitors (literally and figuratively) and key into their "processors." Describes a tactile writing exercise to emphasize the sensation, the feel, that "writing with flow" generates. Notes that this experience of flow is vital to his vocation as a writer and as a writing instructor. (SG)

Introduces this special issue of the journal and discusses the notion of "post-process." Investigates four components of Trimbur's (1994) definition of post-process, reviews studies in first and second language writing/literacy research that have attempted to move beyond process pedagogy and theory, and concludes with a summative definition of…

Describes how Taylor's life experiences shaped her writing. Discusses nine of her books, what influenced them, and the context in which they were written. (SG)

Presents a case study focusing on a gifted student writer whose shyness and strong personal commitment to her writing is not well suited to the atmosphere of peer writing workshops. (MG)

Investigates the effects of word processing on student's compositions to untangle the seemingly contradictory findings of earlier research. Finds that students are increasing their fluidity and fluency while simultaneously failing to organize and focus their increased verbiage. (RS)

Explains how the author has come to understand that all writing, in many different ways, is autobiographical and that autobiography grows from a few deep taproots that are set down in childhood. Shares some of his own writing as examples. (MG)

Argues that since invention in scientific research is discovery of the unknown, and since invention in writing is discovery of ideas within existing knowledge, then scientific research cannot be viewed as a part of prewriting in the scientific writing process. (KEH)

Presents a letter written by a professional writer (and a former high school and college teacher) to a young female student who has started writing poems. Discusses why and how she writes. Urges the student to continue writing. (RS)

Describes some of the ways in which students can be organized for reading and writing instruction. Suggests that educators must first identify the key components of literacy, then clarify a view of instruction and learning. Argues that recent literacy research has analyzed processes and texts but has overlooked the larger literacy contexts. (SG)