Surveys educational psychologists' research on student/teacher values and expectations, and adapts a theoretical model to describe interactions in a developmental classroom. Studies two basic writing classrooms to test the model and to discover where a teacher might intervene most effectively to motivate students. (RS)

Describes an intensive English for Specific Purposes (ESP) thesis-writing course. The course focuses on total discourse learning needs and uses an interactive model of needs analysis to target the learning needs of students. (Author/CB)

Surveys of two second-grade and two fifth-grade classes (45 and 40 students, respectively) assessed effects on student attitudes of using the process approach to writing as the core of poetry instruction. The approach worked for both grades for poetry, but only for fifth graders for other creative writing forms. (TJH)

Describes how an integrated unit on endangered species brings research alive for second through sixth graders. Presents lessons involving pre-writing, modeling, guided practice, independent practice, revision, and publication of student papers. (KEH)

Discusses ways to empower students through writing, using their own voices, plumbing their own lives for stories, poems, and essays; and engaging them in dialogue with their peers about writing and literature. (RAE)

In one technical writing course, students write frequently in journals in a variety of exercises, including summarizing articles for other students, responding to topics introduced in class, writing drafts of papers, and clarifying teacher comments. The technique has proven effective in helping students organize thoughts and develop writing…

The enthusiasm generated by workshops in writing across the curriculum can be translated into lasting curricular change, particularly in freshman composition, general education courses, and upper-division writing emphasis courses. Committees, central to any change effort, can take any of a variety of forms. (MSE)

Continuing problems, troubling trends, and many opportunities face writing-across-the-curriculum planners in the future. Proponents must continue to believe in the benefits of writing-across-the-curriculum programs and widen and intensify networks of support. (MSE)

Describes a series of activities designed to encourage students to tap their experiences with other cultures as a resource for their writing. Provides a sample "response sheet" to use with a writer's workshop exercise. (MM)

Reports a case study which reveals that children use the knowledge they hold about what writing is for, how writing is created, and the conventions of writing in their first language to help them write successfully in the second language. (MM)

Examines the use of a visual approach as an organizing framework for planning and writing various discourse styles. Finds that low literacy achievement students showed increased competence in different writing styles when they planned, photographed, and "story-boarded" photo essays, compared to traditional writing assignments. (RS)

Describes a magazine project developed by students in seventh and eighth grade language arts classes. Discusses the formation of small work groups, group dynamics problems, peer tutoring, learning interview skills, and selling the magazine. (SV)

Describes a community anti-litter campaign developed by second grades, involving letter writing, dramatics, photography, and the creation of posters and a videotape. Identifies skills from the Kentucky Essential Skills list that were taught by the project. (SV)

Describes the following prerequisites for successfully teaching writing, based on recent research in writing instruction: (1) knowing about writing process theory and practice; (2) adopting a radically revised view of the teacher's role as responder/marker/evaluator; and (3) mastering certain "technical knowledge" about the written…

Recommends that students conduct ethnographic studies of language in their own communities. Emphasizes that the focus ought to be conventions of speaking and writing, as well as conventions that govern the conduct, the "texts," of a culture. (RAE)