Observation of the development of storytelling skills of seven- and eight-year-old deaf children (N=9) found that subjects who "drafted" their stories in sign language and used role-playing before writing them down produced clearer and more descriptive writing. (CB) (Adjunct ERIC Clearinghouse on Literacy Education)

Examines the conditions that undermine the quality of postsecondary writing instruction. Recommends alternatives in the form of guidelines for the professional recognition and treatment of tenure-line faculty, part-time and temporary full-time faculty, and graduate student instructors. (RS)

Presents five individual narratives which describe the internal struggles experienced by teachers in resolving the empowerment issue, while learning to support and trust their students' learning. (MM)

Outlines a collaborative writing exercise designed to help students develop position statements for persuasive essays. Notes that this exercise helps students adopt the discursive style and language of the academic community, as well as develop reader-based arguments. (MM)

Advantages and disadvantages of word processing as a tool for teaching written self-expression to students with learning disabilities are discussed, research on its effectiveness is examined, available word-processing programs are reviewed, and guidelines for software selection are provided. (Author/MSE)

Describes the logistics and underlying principles of a summer institute for writing teachers (sponsored by the Gateway Writing Project) which integrates word processing into the writing experience. Discusses how writing program administrators can apply this information to setting up workshops with their own staff. (MM)

Explains how computers can offer learners powerful assistance in their acquisition of certain visual thinking skills. Describes the limitations and potential of using computers as tools for visual thinking with links to creative writing activities in a fourth-grade class. (MM)

Describes a project in which high school students wrote up interviews with local residents and articles on local history for English and history classes, then collaborated on their publication in a community newspaper. (SV)

Discusses the Language Experience Approach and process writing, two methods which approach reading and writing as active processes, stressing communication and meaning. Asserts that these methods are compatible and shows how they can be combined and incorporated into kindergarten and primary level classes. (MM)

A university-school collaboration can effect change if teachers are given supportive environments and opportunities for frequent reflection and sharing of ideas on the teaching and learning of reading and writing. (Author/TE)

Describes how to become a better writing teacher, discussing strategies for students who do not finish their work, how to help children from other cultures write in their first language and in English, and how to help children with good ideas but poor writing and spelling skills. A game to help children understand conventions is included. (SM)

Discussion of the use of computers in education focuses on the development of a fully distributed computer environment at MIT (Massachusetts Institute of Technology). The software, NEOS (Networked Educational Online System) is described, and its use in an engineering and scientific writing course and in an essay course is explained. (LRW)

Describes the contending rhetorics of two basic objectives for assigning students the task of writing research papers. Considers the assigning of research papers a problematic exercise. Provides student responses concerning their conceptions of research writing. Considers what teachers might do to change student perception of research assignments.…

Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…

Describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project designed to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. (ZWH)