The elementary school teacher faces unique challenges with struggling writers, whose writing differs from that of more skilled students in both process and product. This book demonstrates how process writing and strategy instruction can be integrated to help young writers untangle the complicated writing process. The book introduces its readers to…

As a teacher it is important to write frequently and in many forms. A writing teacher finds things to write about in his teaching. The angle of intent is sometimes more important than the facts presented. The flow of writing is different than the flow of speaking. Speaking is more spontaneous where writing is more constructed. Writing can be a…

Presents a model that the student can use in analyzing the communication context of the business letter, and in composing and revising the letter. Also provides the evaluator with necessary contextual data. (PD)

Analyzes the steps in the writing of an established poet and an 11-year-old boy. An appendix provides suggestions about how to encourage meaningful revision. (FL)

Describes classroom experiments, using invisible writing which produces a carbon copy while preventing scanning during the composing process, to examine how different writing tasks differ in their cognitive demands and how the need for scanning may indicate the cognitive difficulty of the task. (HTH)

Examines what college English teachers are thinking and doing in writing courses and programs. Indicates that the teaching of writing has not been greatly influenced by new research in writing and composition and offers suggestions for bridging the gap between theory and practice. (MM)

Describes the features of a process model of writing and efforts to translate the theory into practice. (JL)

Good writing is seen as part of the problem-solving process and a device that can stimulate creative thought in students. Many ways of helping pupils use and refine writing skills in a mathematical context are discussed. It is felt teachers of mathematics need to see students' use of such skills. (MP)

Stresses that both teachers' experiences in writing projects and the work of educational researchers support a "romantic" attitude toward writing in opposition to the back-to-basics and drill approaches. (JL)

Applies educational research on the composing process to the writing of junior high school students. Explains how tapes were used to create a new unit aimed at correcting student writing weaknesses. (JL)

Describes a writing workshop in which teachers work with clay and write about their products. (HTH)

Explores ways teachers can intervene in the writing process to help students advance in their writing. (JL)

This discussion of the use of computers to help improve written documents and support writing instruction briefly surveys the Writer's Workbench system, a set of programs that provides automated editorial feedback. A rationale for such programs is described and possible instructional uses are explored. Fourteen references are listed. (Author/MER)

England's Leslie Stratta shares his views on teaching basic writing and assessing student growth in writing. (AEA)

Discusses the advantages of using short films in writing classes. Shows how contrastive and comparative uses of the media encourage complex treatments of the cyclical stages of writing. Offers an example of how film in the classroom can be used, with a heuristic for directing stages of composing. (RL)