Discusses shifts in language/composition research over the past 20 years as they relate to an emerging consensus about English teaching. (SRT)

Describes how three schools applied "Writing to Read," a computerized writing and reading program, in kindergarten and first grade. (HOD)

Experts who had been suggesting criteria for "considerate text"--text that facilitates understanding, learning, and remembering--were challenged to write an ideal textbook. The chapter--"Americans Develop Plans for Government"--that they wrote in response to the challenge is presented here. The rationale and strategy they used…

Proposes that teachers use their own writing as a teaching tool. Discusses both the left-brain logical, rational approach and the right-brain intuitive approach to invention and states that in composing their own methods and materials, instructors can stress both patterns of creativity by illustrating how each complements the other. (EL)

Describes assessment techniques for accommodating various facets of the process approach to teaching writing. Includes rating scales, self-evaluations, peer evaluations, holistic scoring, and team grading. (EL)

Discusses the renga as the negation of the western belief in the soul and the reality of the I. (MM)

This book brings together the perspectives of teachers, administrators, consultants, and researchers on teaching writing to create a bridge between theory and practice. The book's 11 chapters are organized into three sections that tackle some persistent knots of writing instruction and assessment. Under Section I-Students' and Teachers' Learning…

This Ready--Set--Read Kit includes an activity guide for caregivers, a 1997-98 early childhood activity calendar, and an early childhood growth chart. The activity guide presents activities and ideas that caregivers (family child care providers and the teachers, staff, and volunteers in child development programs) can use to help young children…

When writers read, they evaluate all the time. This book is about what students can do to become better evaluators of themselves as writers and readers--and how the teacher can help. The book has been extensively revised in this second edition which is organized around five concepts that are central to an effective writing-reading program: voices,…

This study focuses on the ways composition pedagogy emerges out of and gives way to the dynamics of space. At one level, the study describes the attempts of one community college instructor to create a writerly space for his students, and at another level, it describes how those attempts resonate with broader conceptions of academic space.…

Whether they have learning disabilities or just need extra help, struggling writers can improve their skills dramatically if they get the detailed, explicit instruction they need. This practical guidebook shows elementary school teachers how to make this systematic instruction part of their classroom. Educators will find a wide range of specific…

This book is designed to help students in elementary school identify core literary concepts such as character development, setting development, and plot development in the books they read, then integrate what they have learned into their own writing. The underlying assumption is that the reader is somewhat familiar with the 5-step writing process:…

Reflexivity, defined as the self-applied process of learning, the use of self and others as active signs in the learning process, is examined through relevant literature in English-as-a-Foreign-Language (EFL) instruction. When EFL learners are encouraged to stand back and examine the way they learn and why they learn this way, reflexivity…

A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their…

A study examined the situated and idiosyncratic writing strategies of a stratified purposeful sampling of five second and third grade children and the interplay between their strategy use and the multi-layered instructional contexts created by their teacher. Over a period of one school year, qualitative data (field notes, interviews, tape…