Suggests that more needs to be said about unintentional plagiarism because it is more common than teachers realize and because the causes are more complicated than generally acknowledged. Discusses many of the skills necessary to writing a research paper. Suggests reasons for the difficulties students find with these skills. (RS)

Presents an interview with Mildred Pitts Walter, an award winning author noted for her positive images of African Americans and a genuine respect for youth. Notes that Walter's career reaffirms the connection between politics and art and demonstrates the impossibility of separating the artist from the context out of which she writes. (RS)

Explores a way for writing teachers to provide feedback, assess growth, and monitor personal story narrative writing from a positive, supportive and holistic perspective. Lists and explains five dimensions of personal story narrative writing, discusses development, and provides examples of student writing. (PRA)

Describes how the change to Standard Generalized Markup Language at Information Builders began with the use of SGML-like markup in text because it solved a specific problem. Notes that many additional unexpected benefits led to an investigation of converting to formal SGML-based electronic publishing. (SR)

Describes the Coastal Georgia Writing Project, a part of the National Writing Project. Argues that more two-year college English teachers should join the National Writing Project network. (HB)

Recounts an interview with Irish children's author Martin Wadell. Discusses how he came to be a writer and how his experiences as a father enrich his stories. (HTH)

Presents an interview with Allen Say, winner of the 1994 Caldecott Award, about the making of "Grandfather's Journey" and its place in his career as an author and illustrator of children's books. (SR)

Discusses ways in which the process of composing may be integrated into the curriculum as part of the learning process. Group writing assignments, peer editing, and the multiple revisions allowed in process writing serve to demystify the task of writing in a foreign language and provide students with opportunities to learn from each other. (eight…

Investigates whether spelling models proposed to account for performance in languages with a deep orthography are applicable to a shallow orthography such as Spanish. Finds significant effects for the variables of grapheme frequency and lexical priming, coinciding with results found in the English language. (RS)

Describes an award-winning program that integrates art throughout every stage of the writing process. Suggests that the program provides an alternative pathway into writing for children with diverse learning styles. Discusses research supporting the effectiveness of the program. (RS)

Describes a cultural exchange program that brought high school writing students to Russia in the spring of 1991 for a writing workshop. Discusses how the writing workshop led to the exchange of folklore, games, social conventions, and ideas between Russian and U.S. students. (PRA)

Argues that, during writing instruction, students must be given the opportunity to go public with their composing processes. Discusses the theoretical structure of Robert Zoellner's pedagogy, and recommends its use for teaching the writing process. (PRA)

Examines Robert Zoellner's talk-write pedagogy in the context of what composition researchers and theorists are saying, with the aim of showing the cogency of Zoellner's ideas. Examines his application of the tenets of behavioral science as the basis for his talk-write pedagogy. Discusses modeling and the question-and-answer of the pedagogy. (PRA)

Asserts that competency testing as part of a writing program does not have to be a liability to the writing center. Describes the situation at Boise State University, where the writing center helps the students to prepare for the competency exams. Discusses each exam and the process of helping the students. (PRA)

Compares the situations of freshman composition students and their graduate teaching assistants who study literature. Provides suggestions for teaching assistants regarding how they can orient themselves to their teaching tasks. (PRA)