Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

Good writing is seen as good thinking--thinking carefully, not just grasping for the opinion nearest at hand, and clearly. Its primary purpose is to communicate with the reader. Good writing can be learned--to think honestly, to say things clearly, to avoid pomposity, and to consider the reader. (MLW)

Relates the evaluation of a secondary school writing program that concentrated on three areas: (1) the level of group participation and group feeling generated in the classroom, (2) the level of security felt by students and teacher within the process approach, and (3) the linking of the students' reading and writing. (HOD)

Word processors can assist teachers and students by focusing on writing as a process, rather than a product. Word processing breaks writing up into manageable chunks that permit writing skills to develop in an integraged manner. (10 references) (CJH)

Argues that society's capacity to become more powerfully literate depends on its capacity to develop better ways to explain to and to show others what people do when they read and write. Offers ways in which schools and communities can help students go beyond current inadequate but deeply entrenched verbal constructs. (HTH)

Discusses materials in the ERIC system dealing with inservice session on writing as a process, improving teacher writing skills, conducting classroom research, and improving teaching attitudes. (HTH)

Suggests that the composing process is a kind of mental trip, a development of ideas not merely determined by one's limitations but conditioned, rather, by some ongoing circumstances not easily commandeered by the ego. (HOD)

Based on interviews with university faculty, describes the impact of word processing upon their writing habits. (HOD)

Discusses the discrepancy between theory and practice in writing instruction. Offers suggestions for improving such instruction. (EL)

Raises questions about process research in writing. Points out the need to broaden the concept of what happens when people write and the need to press some questions about processes involved in coming to know generally. (EL)

Describes efforts of the faculty writing workshop at New York University to help teachers redefine themselves as writing teachers based on being a writer rather than a teacher. Describes the activities and rationale for each workshop. (HTH)

An account of how the author's son began writing as a play activity, issuing tickets to neighbors, attempting to read and interpret signs, and participating in making shopping and duty lists in the household. Includes observational recommendations. (CRH)

Presents eight writing assignments designed to help students write reports and letters for their future jobs. (HTH)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Views the writing act as an act of exploration rather than the reporting of what was discovered and emphasizes six elements that achieve the surprise in writing, including expectation, ease, and acceptance. (DF)