Presents an interview with David Wiesner, the 1992 Caldecott Medal winner. Discusses his process of visual storytelling (through wordless picture books). Discusses his sources of ideas for writing and illustrating children's literature. (RS)

Discusses the reasons for publishing the picture book "Encounters," which tells of the fateful first meeting of Christopher Columbus and the Native Americans from the point of view of a boy raised in the Tanio culture. (RS)

Presents an interview with Perri Klass, pediatrician, columnist, and author of two novels, a volume of short stories, and several essays. (SR)

Describes the reasons that companies frequently misspell words that are part of product names. Provides many examples of such misspellings, along with an analysis of why the words were misspelled. (HB)

The young adult novelist M. E. Kerr discusses her career including her writing process, favorites among her books, the issues she writes about, how she keeps in contact with young people, and current work. A bibliography of 17 young adult books written by M. E. Kerr is included. (EAM)

Describes methods for teaching student writers basic principles of organization. Argues that teachers should help their students learn the process of discovering organizations appropriate for their material instead of merely teaching traditional forms of written organization. (HB)

Describes how generating effective advertising copy affords students practice in aspects of persuasive writing, such as developing a thesis, refuting counter-arguments, and writing in a comparison-contrast mode. Notes that this approach helps students negotiate the problematic shift from expressive to persuasive discourse without losing their…

Presents an interview with Lois Lowry, 1994 Newbery Medal winner, about her book "The Giver" and the background for its writing. (SR)

Asserts that writing assessment should reflect current composition pedagogy, and offers a design to assess process writing. Discusses the development of the scoring criteria and the selection of range finders, as well as the standardization of training and scoring procedures. (PRA)

Describes a research paper assignment that emphasizes the process and involves three kinds of research: reflecting, interviewing, and reading. Outlines the four stages of the process--introspection, modeling synthesis, brainstorm outlining, and peer critiquing. (PRA)

Shares how students in second through sixth grade learn the "language of challenge" as they learn to read and write in their classrooms. Describes how the teachers and students challenge each other to grow as readers and writers and how they support each other in this process. (MG)

Recommends providing copy about undergraduate writing for publication in the campus "TA Handbook." Discusses the advantages of incorporating information about thinking-writing processes, and makes suggestions on the type of information needed by teaching assistants. (PRA)

Looks at the importance of valuing children's play for its contributions to writing skills. Shares the insights a teacher derives from observing children in situations where they seem to be "only playing." Reminds readers of the crucial connection between assessment and teaching that should be maintained. (MG)

Analyzes the document review process in organizations as described in the literature and describes 1 real-life case at the General Accounting Office in which 20 drafts are written and 9 people review them a total of 31 times. Discusses additional research needed to prepare students for this process. (SR)

Asserts that most technical writing textbooks are artificial as they do not force students to deal with writing problems in the same way as in the workplace. Maintains that technical writing instructors can provide their students with realistic writing alternatives. Discusses realistic alternatives for writing instruction and definitions. (PRA)