This response to Englert's article (EC 602 935) on sociocultural factors in teaching writing to students with learning disabilities addresses the application of social constructivist theory. It notes that the success of the Cognitive Strategy Instruction in Writing program may be not only attributable to its holistic social emphasis but also to…

The relationship between writing and translating is described, as well as the interrelationships among second-language "free" writing, content-based writing, and content-limited writing. Examples showing similarities between English-as-a-Second-Language content-based writing and first-to-second language translation are also discussed. (13…

Describes a lesson which uses collaborative revision strategies to help teach cohesion to second-language speakers of English in business communication classes. (SR)

Describes the use of computers for evaluating the Alaska Writing Program (AWP), a computer-based writing curriculum that was developed in the Yukon Koyukuk School District. The Computerized Instrument for Writing Evaluation (CIWE) is explained, and CIWE field test results are presented. (six references) (LRW)

Offers suggestions for teaching critical thinking in writing and humanities courses. Explains the rules of freewriting as they are presented to students, compares left- and right-brain qualities, and describes assignments involving focused freewriting and metaphor, and efforts to make assignments relevant. Describes the evaluation process and…

Describes the five-step writing process used in a holistic secondary school writing program: brainstorming, outlining, drafting/revising, peer editing, and writing a final copy. Discusses the writing process, the teacher-student relationship, collaborative learning, and student evaluation. (PRA)

Summarizes 25 years of teaching research, highlighting changing implications and developmental continuities. Discusses process-outcome research, including school effects and teacher effects inquiry, and research on teaching for understanding and use of knowledge, meaning construction, subject matter teaching, indepth study of fewer topics, and…

Although scaffolds (forms of support to help students bridge the gap between their current abilities and intended goals) can be applied to teaching all skills, they are almost indispensable for teaching higher-level cognitive strategies. Especially helpful scaffolds for clarifying thoughts, summarizing, and solving mathematical problems are…

The use of the language experience approach to teach readiness and beginning reading and writing skills in preschool programs is explored. The value of this holistic approach is illustrated with a case study of a preschool child with a severe expressive language delay and phonological disorder. (DB)

This paper uses examples of the writing of profoundly hearing-impaired high school students and transcripts of teacher-student dialog to illustrate the evolution of thought in student writing. The development of a language arts curriculum that permitted students to explore, expand, and experience literary events is also described. (JDD)

One college writing teacher's approach to teaching, characterized by reflection on the relationship between what she knows and what she does, is described. Techniques include structured assignments and specific suggestions for revision, cooperative learning, interest in individual students, and use of a personal journal for exploring problems and…

Contends that teachers often demand creative and concise writing but do not provide students with concrete suggestions. Presents an approach to writing instruction using geometric figures as models for essay writing. Includes 10 examples of models with essay questions derived from each model's conceptual base. (CFR)

Explores the possible intersections between postmodern theory and educational change. Attacks recent backlashes against postmodernism as counterproductive. Describes today's students as inhabitants of a border region between modernism and postmodern culture, as seen in recent films about adolescents. Relates such a view to pedagogical change. (HB)

Describes a nonfiction genre study in a first-grade class in which reading and writing minilessons focused on nonfiction, and the children were required to read nonfiction and write a piece in that genre. Notes that, by the end of the nonfiction study, the group exhibited confidence and comfort with nonfiction. (SR)

Offers an account of the changes one teacher observed in her reading/writing workshop in a middle school classroom when she and her students took the time to focus on ways of talking to one another, building their speaking and listening skills. (SR)