Focusing on the process approach to writing instruction, this book presents 18 instructional strategies organized around the four essential stages of the writing process: prewriting, drafting, editing, and sharing. Chapter 1 contains a program assessment survey to help teachers evaluate their current writing program and decide which strategies to…

To link writing assessment more closely to writing pedagogy, a project added a process instrument--a self-evaluation or "postwrite"--to a formal holistic writing assessment. Subjects were 348 freshman composition students at Goucher College. The postwrite asked students, after they had finished writing an essay, to answer four questions…

The process approach to writing instruction views learning to write as a discovery process in which the writer makes connections beyond the text. Central to this process is revision, the refinement and development of the discoveries made. This approach appears to be incompatible with the grammar-based approach traditionally used in…

The metaphor of the writing "coach" is used to explore a writing-process approach to the teaching of freshman writing. This approach allows for personal discovery leading to the same sense of accomplishment that the superior athlete enjoys. The mastery of higher levels of skill similarly leads to the potential for higher levels of performance. To…

Defines the four phases of the process approach to writing instruction--prewriting, drafting, revising, and editing. Argues that more emphasis should be placed on process, rather than strategy, in business writing texts. (JD)

Responds to Raymond Rodrigues's l985 "English Journal" article presenting reservations about a too-narrow and too-dogmatic definition and application of the writing process approach to the teaching of writing. Addresses concerns that the article would provide ammunition from the traditionalists and that new writing process converts would find…

A process writing and hypermedia literacy program was designed, taught, and evaluated by early childhood teachers. The program, funded through a Goals 2000 grant, took place in a public school summer camp for children (n=160) ages 6-9 in a public school in rural northeast Mississippi. Reactive-participant data collection methods were used to…

This book makes clear the connection between classroom writing and everyday writing by identifying common reader-centered writing features fundamental to both genres. It uses a building metaphor, a unique method that views writing as the putting together of ideas piece by piece to form a coherent structure. This process-oriented approach helps…

A study examined what a third grader might understand about composing a common genre like the narrative, given the degree of variance among approaches and experience. Data were collected from different school sites over a period of several years. These sites shared common geographical areas: three schools were located in the Sonoran desert shared…

By looking at narratively-rich poems both as individual poems and as part of much broader social narratives, students become extremely excited, and their papers become far more complex in exploring gender, ethnicity, and social class. An instructor tries to help students enter into the life of the poems, to enter into a conversation the poet has…

Two writing teachers designed a graduate-level seminar where other writing teachers could share writing with the global electronic community. They expected these seminar students to embrace this new technology because the benefits of Internet writing seemed to provide a practical way to promote audience, voice, and collaboration, three of the…

Offers a list of 12 elements that are basic to curricular change. Cites examples that focus on a process approach to writing. (MG)

Describes how a teacher-as-researcher project led the author to create more opportunities for remedial high school students to "talk out" their writing as a prewriting exercise. (MM)

Teachers in Iowa's North Scott School District have become writers helping their students learn through the writing process approach. The district's reading assessment is based on student writing samples, cumulative writing folders, and a holistic evaluation system. Includes two references. (MLH)

Describes the Local Area Network (LAN), a project in which students used LAN-based word processing and electronic mail software as the center of a writing process approach. Discusses the advantages and disadvantages of networking. (MM)