Most state standards refer to the writing process as one that writers use to communicate ideas with meaning and clarity for a variety of purposes and audiences. The writing process includes the stages a writer progresses through to move from a blank piece of paper to a finished piece that will be shared with the intended audience. Many teachers…

Considering both current and historical perspectives, this article addresses conceptualisations of composing processes. Drawing on the findings of a recent research project, the article explores the significances of perspectives articulated by students in response to writing tasks and emphasises the multi-faceted nature of those perspectives. It…

Writing Workshop is an interactive approach to teaching writing as students learn and practice the importance of rehearsal, drafting/revising, and editing their pieces of writing (Calkins, 1986; Graves, 1983). This study implemented a mixed methodology design incorporating qualitative and quantitative analysis (Mills, 2007) by administering a pre…

The study of emotion as discourse not only eliminates objections about the individual psychology of students, it also connects researchers to methods that go beyond reflection and self-reporting. In this article, the author pursues these ideas within the context of a college composition course where students experienced a particularly high level…

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic…

This study examined the writing development of English language learners (ELLs) in a fourth-grade bilingual classroom in Northern California. The purpose of this study was to explore the linguistic and cultural resources the students used to inform their writing and determine to what extent, if any, these resources influenced their writing. The…

Peer-response remains a central process in first-year composition; faculty can make it effective and efficient by "spotlighting"--designing the process as digital, emergent, and distributive. In this article, the author first elaborates on his own use of peer-response terminology. He favors "peer-response" as the descriptive term for…

This paper describes the theoretical framework and the main objectives of the European Comenius project MuViT -- Multiliteracy Virtual. The project engages primary pupils across the world in multilingual and audiovisual reading and writing processes through the use of information technology resources to enhance multi-literacies, plurilingual…

To write well, it is only necessary to write simply and clearly. To learn how, one must want to write clearly, be willing to work hard, and follow some basic guidelines. Before writing, create an outline by arranging ideas on note cards and putting them in a logical sequence. Write to the reader's level of knowledge about the subject. Avoid…

Presents an interview with an author of children's books covering how and why she writes. (JL)

Offers a model of the writing process that is based on a review of recent research and the author's experiences as a writer and teacher. Explains these stages in the writing process: (1) prewriting, (2) exploratory writing, (3) developmental writing, (4) external revision, and (5) "last looks." (RL)

Describes two strategies chosen to guide the authors' writing research and presents four of these strategies in a process model of composition. (HOD)

Reviews Linda Brodkey's prominent critique of the image of the solitary writer, and uses it as a means to examine the identity and behavior of the writer in nature. Uses various nature writers as exhibits, and speculates as to why Wendell Berry makes a distinction between "writer" and "creature." (TB)

Describes how a class of first and second graders decided to make cautionary signs to protect their newly constructed projects. Notes that most signs could be classified as persuasive or regulatory, and how some were in the mode of engagement and surprise. (SR)

Recounts the author's writing of "Owl Moon," an award-winning children's book. (MM)