Describes the outcome of an innovative mentoring program that paired technology faculty and methods faculty in order to form partnerships to facilitate the modeling of technology for preservice teachers. Discusses the creation of useful applications for enhancing poetry writing through technology for elementary school students. (SG)

Suggests that educators rethink the ways in which they introduce elements of fiction. Considers how giving students the opportunity to show what they already know about the elements of fiction can lead them to a richer appreciation of the rewards of reading short stories. Notes that folktales and urban legends can provide familiar parallels to…

Describes how the author asks students to turn off their monitors (literally and figuratively) and key into their "processors." Describes a tactile writing exercise to emphasize the sensation, the feel, that "writing with flow" generates. Notes that this experience of flow is vital to his vocation as a writer and as a writing instructor. (SG)

Introduces this special issue of the journal and discusses the notion of "post-process." Investigates four components of Trimbur's (1994) definition of post-process, reviews studies in first and second language writing/literacy research that have attempted to move beyond process pedagogy and theory, and concludes with a summative definition of…

Describes how Taylor's life experiences shaped her writing. Discusses nine of her books, what influenced them, and the context in which they were written. (SG)

Presents a case study focusing on a gifted student writer whose shyness and strong personal commitment to her writing is not well suited to the atmosphere of peer writing workshops. (MG)

Investigates the effects of word processing on student's compositions to untangle the seemingly contradictory findings of earlier research. Finds that students are increasing their fluidity and fluency while simultaneously failing to organize and focus their increased verbiage. (RS)

Explains how the author has come to understand that all writing, in many different ways, is autobiographical and that autobiography grows from a few deep taproots that are set down in childhood. Shares some of his own writing as examples. (MG)

Argues that since invention in scientific research is discovery of the unknown, and since invention in writing is discovery of ideas within existing knowledge, then scientific research cannot be viewed as a part of prewriting in the scientific writing process. (KEH)

Presents a letter written by a professional writer (and a former high school and college teacher) to a young female student who has started writing poems. Discusses why and how she writes. Urges the student to continue writing. (RS)

Describes some of the ways in which students can be organized for reading and writing instruction. Suggests that educators must first identify the key components of literacy, then clarify a view of instruction and learning. Argues that recent literacy research has analyzed processes and texts but has overlooked the larger literacy contexts. (SG)

Stresses the importance of using imagery when having beginning writers write poetry. Discusses additional techniques of stressing the unusual, continuation words, the five senses, and repetition of a word or phrase. (MG)

Describes Project Write which uses a hierarchy of critical thinking skills in the formation of concepts and theories. Describes how students use computers to brainstorm, categorize, verify, sequence story details, and create a main idea and conclusion for their expository writing. (RS)

Investigates the influence of content knowledge on topic choice in children's writing. Finds that children have significantly more knowledge about topics they want to write about than about unwanted or teacher topics. Emphasizes the importance of topic self-selection, and the role knowledge plays in topic choice. (MM)

Describes a model of visual communication which provides a framework for teaching students to analyze and design technical documents as visual systems. Notes that by integrating the writing and design processes, students can adapt visual language to the rhetorical variables of each communication task. (MM)