Describes the Directed Reading-Writing Activity (DRWA) as a framework that helps high school students write about the information they acquire through reading. Discusses how the DRWA's three steps--preparation, involvement, and reaction--extends the thought processes associated with reading comprehension into effective writing. (AEW)

Describes a teaching strategy using Apple IIe computers in a sequence of individual conferences. Includes asking questions while scrolling through the paper, showing students how to elaborate ideas by entering suggested changes and prompts in capital letters during the conference, and using a spelling checker to prompt revision (e.g., by compiling…

Explores the connection between reading and writing implicit in children's creative writing and highlights the similarity between processes of reading and writing. (JC)

Suggests ways for the instructor to turn evaluation into an open-ended transaction with the student writer rather than a final pronouncement. Suggests that teachers should ask questions of the writer to clarify the rhetorical situation and goal, give the student one piece of advice per paper, and help the student set a reasonable goal for each…

Presents an effective strategy for having business writing students create drafts of their work, so that final copies of assignments receive better grades, and students subsequently feel better about the class. (JC)

Presents the Wilkinson Scales for writing assessment and shows how one eighth grade student's essay, using the scales, can be evaluated for grammatical and mechanical problems without devaluing the emotion that went into its composition. (JC)

A review of recent classroom research regarding writing processes reveals ways in which contextual factors affect student learning. Teachers should investigate the relationship between teaching and writing development in their own classrooms. (Author/CB)

Describes a study in which twenty first grade students wrote daily in journals, which were then analyzed at the end of the school year. (JC)

Reports experiences and observations during a visit to a writing workshop where elementary school students were learning how to revise and edit their compositions. (NKA)

Advocates in-class group writing exercises to increase business students' writing skills as an alternative to homework writing assignments that may make a student feel extremely pressured. Also provides excellent practice in revision--one of the most important facets of business writing. (NKA)

Assesses the effects of the introduction of a computer into the writing program of a first and second grade classroom on cooperation and collaboration among the students. Results show that collaborative work at the computer created a new social organization that affected interactional patterns. (SRT)

Records the progress of an educationally disadvantaged immigrant child in a literacy workshop for fifth graders, including the teacher's observations of what the child read and wrote. Claims that writing requires more attention in the classroom to help children develop a coherent mental picture of themselves and their place in the world. (JD)

Describes the creation and development of a computer software package called SPIRIT which assists secondary students in all phases of the writing process. (NKA)

Suggests that reading and writing are not only language competencies displayed in literacy or literature but that they are the sites for analysis in emergent literacies. (DF)

Reviews a book entitled "Secret Writing: Keys to the Mysteries of Reading and Writing" and presents exercises from the book that are designed to improve students' reading and writing skills. (DF)