Argues that a major component of writing programs at all educational levels should be "lifewriting," including biographical, anecdotal, and expressive modes of discourse. Outlines reasons for viewing lifewriting as a valuable component of writing instruction. Provides a basic framework of three diverse programs utilizing lifewriting. (HB)

Two studies presented 2 groups of children--mean age 9.3 years (P5) and mean age 13.2 years (S2 "learning difficulty" students)--with computer-based writing tasks. Results from both individual and interactive writing situations show some online revision but the omission of a posttask revision stage, possibly because of a lack of…

Conducts a case study of the problem identification and resolution strategies of three basic writers. Finds that basic writers are capable of evaluating surface-level problems and rhetorical problems in both their own and peers' texts if instructors provide them with opportunities to do so. (RS)

Studies how formerly weak writers manage to write adequately for their jobs. Concludes that the rhetorical, psychological, and social environment of the workplace fosters better writing in basic writers than the academic environment. Recommends writing across the curriculum for duplicating the workplace-writing content in college writing classes.…

Considers how English teachers, by building a complementary relationship with the workplace, can prepare students better for success in the coming century. Focuses on ways of revolutionizing writing instruction with real world problems. Discusses three examples of real workplace projects demonstrating the notion of writing as problem solving. (HB)

Analyzes how students from different interpretive communities shape academic texts. Examines subjects' texts in terms of writers' manipulation of both content and procedural knowledge. Suggests that mere participation in an interpretive community without explicit instruction in its ways of writing can enhance students' ability to write in that…

Elementary teachers offer their ideas for enhancing the final days of school. They help students review material, highlight achievements, fill spare time, and create summer plans. Suggestions include making class diplomas, producing action news, making friendship trees, writing letters to their future selves, and preparing summer activity guides.…

A study is reported that aimed to develop an instrument based on cues speakers use to support each other during the verbal elaboration of a topic of conversation and to test its effect on the development of writers' abilities to elaborate during revision. (Author/LB)

Article describes how elementary teachers can create a writing workshop environment that encourages students to write. It discusses how to set the tone and conduct effective conferences. It suggests teachers act as facilitators and listeners and establish workshop procedures. It recommends teachers initially ignore errors and respond to content.…

Contends that evaluations of student writing come not from some transcendent realm but from the discursive practices by which teachers authorize themselves within a given community. Argues that basic writers need explicit knowledge of such practices, and proposes a language-centered curriculum to teach it. (HB)

Sources of guidance for graduate students learning proper academic bibliographic presentation are enumerated. A study to assess the difficulties of native English and English-as-a-Second-Language speakers before and after instruction is described. Results indicate that bibliographic construction is a complex operation and confirms the need for…

Reports on an experiment with dictation that integrated the stream of speech and its written representation in an attempt to determine whether repeated practice in taking dictation improves students' language skills. Results are discussed in light of the effect and amount of instruction, the incubation hypothesis, and the fossilization hypothesis.…

Investigates the relationships among self-confidence about writing, expected outcomes, writing apprehension, general self-confidence, and writing performance over one semester. Finds that students' beliefs about their own composition skills and the preperformance measure were the only significant predictors. (SR)

Parents play a critical role in the development of children's writing skills. Parents can help young students become writers by understanding how writing evolves, providing students with many opportunities for writing, modeling writing for the students, and providing a variety of materials for writing at home. (SM)

Describes using the newspaper with seventh-grade English students to teach real-life reading and writing skills as well as the essential elements on the TAAS (an exit exam). (SR)