An award winning author discusses the making of his novel, "Raspberry One" and stresses the need for accuracy and honesty in historical fiction. (HOD)

Discusses tasks that students often overlook but need to address when completing "instructor/content-based" writing assignments. (HTH)

Observes that writing students are often confronted with a great many variables that preclude their attention to specific stylistic details. Explores professional journals that suggest that students in content areas also experience the same difficulty when confronted with abstractions or contexts different from those taught in the classroom. (HT)

Adapts Edward de Bono's "Intermediate Impossible" strategy--for considering ideas that normally would be discarded as stepping-stones to new ideas--for use as a prewriting activity to enhance creative problem solving. (HTH)

Argues that writing instruction should begin as early as kindergarten. Suggests that learning how to write occurs best not in traditional classrooms but when the classroom is turned into a workshop, where the process of planning, writing, and revising is honored. (KH)

Suggests using poetry's short short forms for a methodical and rapid series of writing assignments that emphasize both careful writing at the sentence level and overall planning and respect for form. (HTH)

Offers a montage of the most important revisions of the four master tropes--metaphor, metonymy, synecdoche, and irony--for the composing process itself. Discusses the capacity of tropes to prefigure ideological stances toward language and writing. (EL)

Notes that while faculty grumble about academic writing in a "publish or perish" atmosphere, many enjoy writing and its inherent discovery processes. Presents methods and suggestions that have helped the faculty/author publish numerous works on the writing process to invite others who publish to reveal their own craft. (HTH)

Discusses the "can of worms" opened by exhorting students to "write with a purpose." Examines other cliches that state the obvious about the writing process. (HTH)

Linda Flower and John Hayes respond to Marilyn Cooper and Michael Holzman's "Talking About Protocols," pointing out errors in their understanding of protocol analysis and a study in which the data appear to contradict what Cooper and Holzman assume the researchers should see. Includes reply by Cooper and Holzman. (HTH)

Relates the process by which books are reviewed and selected for review by the writing staff of the "Horn Book Magazine." (CRH)

Cormier relates his motivations and thoughts relating to his writing a sequel to "The Chocolate War." (CRH)

Describes a study of the features of British children's narrative writing, at ages 7, 10, and 13. The results indicated a progression from a simple chronicle of events, through simple stories based on a disruption of the probabilities, to more highly developed stories. (HTH)

Encourages students in creative writing classes to grow as writers by following in some way the words of advice given by an older, wiser, professional writer. (CRH)

Argues that structuralism needs to be given a wider base than that of the highly specialized studies that are usually cited as examples. Rather, extension should be made philosophically, in the direction of phenomenology, and, practically, with some of the work being done in linguistics. (HOD)