Describes how a first grade teacher runs a "writer's workshop" based on the process approach to writing. Discusses how children develop their ideas for stories, share their writing with their peers, and decide whether or not to "publish" their writing. Notes that the students are enthusiastic about participating in the workshop. (RS)

Describes and explores the experiences of reconciling the author's Chinese identity with an English identity dictated by the rules of English composition. Shows how the cultural background shapes approaches to writing in English and how writing in English redefines ideological and logical identities. (RS)

Reviews nine studies in the area of audience awareness and social cognition. Notes that these studies provide an interesting, though extremely incomplete, picture of the relationship between social-cognitive abilities and writing performance. (MG)

A discussion of young children's revision strategies exlores four topics: a theory of written language, the development of writing, children's understanding of spoken and written language, and the context of writing. (RJC)

Assesses how three basic writers adapted word processing to their writing. Finds that basic writers who were given little guidance in integrating the computer into their composing processes generated little material on the screen and in other ways made far less than full use of the word processor. (RS)

The article examines: the process used by visually impaired individuals in composing, the difficulties in using braille, and the importance of text access for editing. The adequacy and effectiveness of computer tools is discussed, focusing on selection of alternative display formats, word processing software, and other software. (Author/JDD)

Argues that students need to be able to solve daily problems, set goals, and identify strategies for themselves. Suggests two methods for teaching these skills while reinforcing and incorporating the crucial processes of writing and language skills into learning mathematics: A Problem of the Week and Thinking Journals. (RAE)

Analysis of the processes of composing in a distinctly foreign language, Japanese for Anglophone Canadians, suggests a need for decisions concerning instructional strategies for "keeping up the standard" (associated with native language composition) and for "lowering the standard" in order to access knowledge in the foreign…

Describes one high school English teacher's experiment with assigning stories instead of analytical essays. Argues for retelling and storytelling as a valuable resource in the high school curriculum. (RAE)

Explores the social circumstances of academic writing. Looks at student and professional academic writers and readers as participants in a complex literary genre, with its own conventions, ideological assumptions, and epistemological implications. Argues that academics must become cultural critics. (RAE)

Evaluates a Navajo school program to improve writing skills using the process model and computers. Concludes that students' writing skills improved more in the experimental program than in comparable conventional classes, and that the new approach created a different pattern of growth in writing ability. (SV)

Discusses alternatives to formal grammatical analysis to teach syntax and usage, including sentence combining, expansion, and modelling/imitation; transformation exercises; and inductive grammar. Considers ways of teaching editing/proofreading skills, including peer editing, teacher/student conferences, and selective marking of errors. Discusses…

Illustrates the strength of the Socratic method by showing its applicability to a troubled student. Discusses feedback in the process-oriented approach to writing instruction, examining the purpose, nature, and focus of response. (MS)

Reviews new visions of language and of development that acknowledge human sociocultural and ideological complexity. Argues that children's differentiation of ways of using language is linked to their differentiation of their own place--potential or actual--in the social world. Offers a concrete illustration of writing children as social and…

The use of writing as a process to create a positive learning environment in English-as-a-Second-Language and bilingual classrooms is described from a variety of phases: interviews, prewriting, first draft writing, responding, revising, final draft writing, and publishing. (Contains 11 references.) (LB)