Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Shows how the case study approach was used to examine the writing processes of six sixth-grade students. (RL)

Research demonstrates that children acquire language through active imitation at a very early age. Evidence suggests that children have a notion of writing prior to entry into school. The use of composition models serves to assist the child in the development of writing skills through imitation. (JN)

The inhibiting effect of being conscious of the physical process of writing on the intuitive process of writing is discussed. (HTH)

Explores questions of concern for writing research in the areas of context in writing and the teaching of writing. Discusses some research designs and procedures. (HTH)

Interviews with 25 people whose jobs require varying amounts of writing (and writing skill) provide at least beginning support for much of the research in composing, especially about the importance of purpose, audience, and the reliability of writing process models. (RL)

Provides a writing assignment that introduces the use of an invention heuristic to students of middle school age. Illustrates the use of the assignment with the prewriting and in-class essay of a nine-year-old student. (RL)

Notes how current writing research models remain of limited usefulness to the study of writing development because they do not explain important conditions such as coherence, nor do they define the systematic relationships in writing contexts. (RL)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)

Reviews the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)

Suggests that the twin roles of self-exploration through writing and the development of public discourse may be viewed in terms of three stages of the composing process. (DD)

Presents an interview with award-winning author Karen Hesse, discussing her writing for children and young adults. Discusses how ideas for particular books arose, as well as the research and writing processes that went into them. Appends reviews of nine books by Karen Hesse. (SR)

Describes the process approach to teaching writing and offers tips to teachers for increasing students' knowledge and understanding. (seven references) (LMI)

Offers a portrait based on a personal interview of children's author Eve Bunting. Reflects on the author's own history as a writer. Focuses on Bunting's use of rich language and her relationship with her audience over time. Illustrates the complexity and depth of some of the themes Bunting has explored in her writing throughout her career. (SR)

Presents a brief history of the development of written language as a means of communication and discusses the characteristics of reading and how this latter activity contributed to the growth of subjectivity. (36 references) (CK)