Shares two examples of writing, both involving magic and incantation, used as models to help students add energy to their own writing. (MG)

Describes how writing oral history can help students to feel that they are participating in a lively intellectual and cultural process that travels beyond the limits of the classroom. Says students claim that their obligations to the assignment are surpassed by their feelings of gratification in having created living works with lasting vitality.…

Describes the genesis of three children's books to illustrate how the author borrows from the traditions of others to write her children's tales. (SR)

Interviews Linda Flower, who discusses her beginnings as a researcher, her insights into the role of context in the composing process, her work with classroom teachers, her present involvement with community literacy projects, and how her ideas and research have changed through time. (MG)

Discusses the issue of the instructor's role in the classroom with respect to David Bartholomae's "Inventing the University." Suggests an approach informed by the literary and anthropological theories of Rene Girard. Deals with Girard's views on mimetic desire. Asserts the double-bind of this view--"imitate me; don't imitate…

This article presents the process approach as an effective way of teaching braille writing to young children who are blind. The writing process used in the primary grades establishes a foundation for development of future literacy skills, and instills enthusiasm and confidence in children approaching the complex task of braille writing.…

Describes the background for the creation of the 1990 Newbery Award-winning book, "Number the Stars." Relates how the author conceived of the ideas for the book and the experiences she underwent in preparation for writing it. (MG)

Argues that personal writing, like academic discourse, makes arguments, solves problems, analyzes texts and issues, tries to answer hard questions--and usually refers to and builds on other academic discourse. Offers a larger view, clear thinking, logical organization, and judicious tone as surrogates for objectivity. Argues against…

Offers thoughts on what distinguishes the Bard College writing and thinking program from other programs. Asserts that writing/thinking is quite different from writing/arguing. Defines argument and writing as thinking. Examines retrospective process writing. (PRA)

Describes, in a study of an insurance company's communication department, how three written products served as parts of larger messages in multiple media campaigns; an attempt to combine composing processes for print and video failed; and conflicting generic and stylistic properties of other media caused an intermedial graft to fail. (SR)

Gives two anecdotes by practicing teachers of their experiences with basic writers. Provides thick descriptions of two different basic writing students' attempts to write stories. Gives insight into the writing processes of basic writers. (HB)

Argues that characters in young adult books who happen to be writers can serve as models of the writing process for students. Discusses several novels that feature young writers. (SR)

Reveals the motivation for writing the book "Dispatches" (l977), based on Herr's experiences as a correspondent in Vietnam. Discusses the difficulties with writing the book as it tries to capture the experience, sympathize with the participants, and yet allow the reader to walk away from it in the end. (NH)

A theoretically based structure-mapping model of writing from sources was proposed and tested with 34 male and 50 female undergraduates who wrote a comparison-contrast essay about 2 passages. Results suggest that the model, adapted from work of D. Gentner, is useful in describing use of sources in writing. (SLD)

Describes a simple writing process to help students become more effective writers in which students, by writing one sentence at a time on a single strip of paper, learn how to write a paragraph. (SR)