Describes the author's growth as a writer (she is a well-known children's author), telling stories of her family history and her own life that provides her characters and her plots. (SR)

Discusses how children's authors Norma Fox Mazer uses stereotypes creatively to fight stereotypes, using examples from several of her books. (SR)

Outlines a theoretical perspective to account for how the writing that adults produce and use appears to get done, what it seems to be, and how it apparently functions in contemporary culture. Argues for a conceptualization of writing that is predicated on broader and more realistic understandings of text and writing than have generally informed…

Reviews the research literature to show that academics and practicing editors do not share the same view of the editing process: academics emphasize "intentional diagnoses," and practitioners perform "rule-based" editing. Discusses editing in the workplace, and notes that the editor can be of most service to the writer through involvement in the…

Tests the supposition that male and female writing styles differ, using 88 college students as subjects. Finds that the writing of men and women is far more similar than different. Finds that differences resulting from mode of discourse were more widespread than differences resulting from gender. (MG)

Presents the poetry of a talented 13-year-old student. Describes how the teacher's writing workshop helped the young writer to flourish. (PRA)

Examines models of composition constructed by William Perry and by Mary Belenky. Notes that the Perry model and the Belenky model highlight different perspectives, mind sets, and attitudes. Concludes that the positions mapped by both schemes act as a filter through which teachers can view their students. (RS)

Focuses on the widened perspective of network writing and offers ways to understand its value to the writing classroom. (MG)

Managers can coach employees in writing better reports by helping them through the following steps: audience and purpose, idea generation, organization, drafting, and editing for style, structure, and mechanics. (SK)

Examines the works of Gillian Rubinstein, a popular author of children's literature who is now writing for older readers. Explores what she says and how she says it in her three novels for older readers. (PRA)

Presents an interview about writing and a writer's rituals with Richard Selzer, for many years a professor of surgery at Yale, who now devotes his time to writing and has published several books. (SR)

Focuses on the signs and characteristics of maturity in children's writing. Discusses signs such as providing details; elaborating on the subject; varying sentence patterns; deepening the presentation; unfolding the presentation; and sustaining the focus of the topic. Discusses the teacher's role. (RS)

Interviews author Larry Heinemann, discussing how he became a writer, his books, and in particular his writing about the Vietnam War. (SR)

Reveals the origin of Roger Angell's interest in becoming a writer, the circumstances leading to his interest in baseball, and his philosophy concerning his own writing processes and the teaching of writing. (NH)

Describes the reaction of first-year composition students to a classroom performance of John Cage's 4'33" [his most (in)famous piece] and discusses the role of silence in the composing process. (NH)