Recounts the author's involvement in a writing center, noting a dichotomy between composition theory and pedagogical practice. Asserts that writing center directors and teachers need to place their work in a theoretical context, building on theories of collaborative learning and theories of writing as a social process. (MM)

Follows the progress of three young boys as they learn to collaborate in school. Shows the importance of allowing students to talk through their writing and reading tasks and to recognize the social and listening skills that develop along with their writing. (MG)

Considers the complex processes involved in readers' and writers' construction of textual meaning: how people construct meaning from texts through reading and for texts through writing. Outlines the significant parameters and major issues in research on composing from sources. Proposes a way to think about tasks that invite writers to transform…

Argues that composition theory and classroom practice demonstrate that validating oral discourse during the composing process is a necessary, effective, and theoretically justifiable means of transforming experienced speakers into experienced writers. (RS)

Presents an overview of some important issues of the last few years in second-language (L2) writing, including the processes of writing, the views of teachers of second-language writing, the role of the classroom, and the special demands placed on (L2) writers. (61 references) (GLR)

Nigerian writer, Chinua Achebe, explores the relationship between Black American and African literature, the use of African and/or European languages to write African literature, social and political influences on literature, and the relationship between literacy and reading. Urges aspiring writers to find their own authentic voice. (DMM)

Explores the journal writing of Henry David Thoreau. Asserts that his journals are an excellent example of writing to learn. Notes that students can benefit from emulating Thoreau's approach to journal writing. (MM)

Describes the use of think-aloud protocols to reflect writing processes and to examine the dynamics of group writing conferences in a writing group consisting of five undergraduate, preservice elementary teachers and their professor. (SR)

Probes Lloyd Alexander's thoughts about his own writing habits and processes; his reflections on his various books and characters; the state of children's publishing today; and fan mail he receives. (RAE)

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)