Discusses the writing of 12-year-old boys who write daily. Presents case studies of five individual boys and describes their genre choices, individual writing strengths and weaknesses, and attitudes toward the writing process. (SKC)

There has been a shift of emphasis in research on the teaching of writing. The focus changed from the products of writing to writing processes. This has strong implications for instruction. Writing curriculum should be based on the organization of the cognitive processes involved in writing skills. (Author/VM)

Tests the claims of proponents of invented spelling by comparing the progress of children encouraged to use invented spelling with those encouraged to use traditional spelling in their creative writing. (RAE)

Argues that computers offer a means of integrating literary analysis, imaginative writing, and expository writing by both professional and student writers. (JAD)

Provides a brief history of school literary magazines, including who they should serve, their purpose, and the role of the magazine's faculty adviser. (SRT)

Discusses diverse examples of literary devices by comparing metaphor and humor. Defines and illustrates paronomasia, paradox, oxymoron, anacoluthon, zeugma, parody, jargon, satire, conceit, anachronism, hyperbole, cacography, understatement, and doggerel. A humorous appendix contrasts errors with rhetorical devices. (NKA)

Provides eight sequential, process-oriented writing assignments: (1) diagnostic essay, (2) personal account, (3) ghost writing, (4) summary, (5) developing a thesis, (6) exploratory essay, (7) proposal, and (8) final paper. (HTH)

Presents the thoughts of an author who participates in and espouses the "Writers in Education" project in Great Britain, and notes that she enjoys speaking with younger students because they see her as a fellow writer and are less deferential than older students. (JC)

Analyzes within the framework of research and literary theory the complex ways in which children experience and structure stories. Presents examples of interactions between children and literature. (NH)

Background information and ready-to-copy student materials are provided for activities that examine the history of the earth and focus on what life was like during the age of dinosaurs. Each activity includes an objective, list of materials needed, recommended age level(s), subject area(s), and instructional strategies. (JN)

Discusses the literary style of Bildungsroman of various West Indian and American writers. The need of various authors to look back, to reassess one's childhood from the vantage point of maturity is discussed as it relates to the wishes to establish an authoritative basis of experience and reinterpret a fragmentary past. (SA)

Discusses the relationship of the publishing industry and the reading public to black women writers. Examines the difficulties of becoming published and the paucity of blacks in positions of authority in the business. Presents recommendations for supporting the work of black women authors. (SA)

Relates the expressive writing experiences of children at Deddington primary school in rural Oxfordshire. (HOD)

Concrete examples of K-12 classroom techniques that work well in a discussion of the arms race are presented. Also discussed are teachers' feelings as they discuss nuclear weapons. (RM)

Describes a research project for teachers on reading and writing in which teachers meet regularly in small groups to share their creative writing. (EL)