Describes the features of a process model of writing and efforts to translate the theory into practice. (JL)

Good writing is seen as part of the problem-solving process and a device that can stimulate creative thought in students. Many ways of helping pupils use and refine writing skills in a mathematical context are discussed. It is felt teachers of mathematics need to see students' use of such skills. (MP)

Stresses that both teachers' experiences in writing projects and the work of educational researchers support a "romantic" attitude toward writing in opposition to the back-to-basics and drill approaches. (JL)

Applies educational research on the composing process to the writing of junior high school students. Explains how tapes were used to create a new unit aimed at correcting student writing weaknesses. (JL)

Describes a writing workshop in which teachers work with clay and write about their products. (HTH)

Explores ways teachers can intervene in the writing process to help students advance in their writing. (JL)

This discussion of the use of computers to help improve written documents and support writing instruction briefly surveys the Writer's Workbench system, a set of programs that provides automated editorial feedback. A rationale for such programs is described and possible instructional uses are explored. Fourteen references are listed. (Author/MER)

England's Leslie Stratta shares his views on teaching basic writing and assessing student growth in writing. (AEA)

Discusses the advantages of using short films in writing classes. Shows how contrastive and comparative uses of the media encourage complex treatments of the cyclical stages of writing. Offers an example of how film in the classroom can be used, with a heuristic for directing stages of composing. (RL)

Investigates how writers plan to produce discourse for different purposes--to report, to generalize, to persuade--as well as how writers plan for sentence level units of language. To learn about planning, an observational measure of pause time was used. (HOD)

Describes a writing assignment that has been used with high school students, college freshmen, and graduate students to help them more adequately understand their own composing processes. Argues that heuristic methods are extremely powerful teaching tools and that teachers should learn the theory on which they are based. (TJ)

The question arises as to whether large "primary pencils" and paper with wide ruling truly compensate for a young child's lack of muscular coordination or whether these tools simply interfere with previously established writing patterns using familiar tools. (JN)

A child is studied from the age of four, at which time there was no clear distinction between writer and audience, up to the age of eight, at which time he wrote a story demonstrating conclusively that he could stand apart from an egocentric view of the world. (JN)

The use of student peers in editing the writing of fellow students has become a popular tool for teachers. Students learn from the feedback given them by other students and develop a discriminatory eye when rereading their own papers. Samples of tasks are given to aid the teacher. (JN)

Compares the progression of writing skills of two girls from first through third grades, showing development of style, persona, spelling, and grammar. Discusses the implications for the teaching of writing on an individual and classroom basis. (HTH)