Examines the creation of process drama and writing experiences in a second/third-grade classroom. Describes how the classroom teacher used process drama (involving students in imaginary, unscripted, and spontaneous scenes) as a context for learning. Notes how process drama provided a context for content area instruction along with writing…

Notes that publication of student work is too often ignored, partly because teachers and students are unaware of the many publication opportunities that exist, and partly because they do not recognize how powerful students' words are. Encourages students to publish because it gives them power of the most positive kind. Suggests 13 topic ideas for…

Offers researchers' perspectives for online publication. Shows how to establish criteria for validating these sites as valuable resources in student-centered teaching and learning. Gives reasons why middle school writers should publish on the web. Presents a chart of 18 websites with a description and a list of key factors regarding the websites.…

Describes a project which used email to link the author's English classroom with classrooms in three other states so that students could discuss Zora Neale Hurston's novel "Their Eyes Were Watching God." Discusses email as a distinct genre of writing with rules, characteristics, and even an aesthetic of its own. Offers a student-generated list…

Discusses two recently published books and a multimedia kit that all deal with technology and the English class. Notes that an interest in artistic, creative approaches and in using multimedia to convey stories and ideas permeates all three works. (SR)

Examines effects of teaching hypertext markup language on students' perceptions of class goals in a networked composition classroom. Suggests sending documents via file transfer protocol by command line and viewing the Web with a textual browser shifted emphasis from writing to coding. Argues that helping students identify a balance between…

Investigated the performance of three pairs of adult English-as-a-Second-Language students on a writing task assigned in class. The main source of data was transcripts of pair talk. Results show that students working in pairs may not necessarily work in a collaborative manner, but where they do collaborate may have an effect on task performance.…

Reflects on the implementation of African-centered composition curriculum within the traditional curriculum, describing five theoretical traditions upon which the African-centered composition curriculum is based. Highlights the implementation of this curriculum at one university in 1996, noting problems encountered during the implementation that…

Reports and analyzes the consequences of a university's abolishing any required writing course, using the case of the Director of Writing at Portland State University. Discusses effects on assessment, funding, service, and staff and staffing needs. (SR)

Shares the author's efforts to implement instructional strategies that reflect current understanding of written language development with children identified as developmentally delayed. Notes that the information gathered will be useful for both special education and regular education personnel planning literacy instruction for special needs…

Presents a way to help English as a Second Language (ESL) students make the transition to mainstream English classes that mitigates many of the problems these students encounter. Suggests that high school English teachers need professional development to relate their instructional and assessment practices to what is known about second-language…

Chronicles the development of a writing course into a G1 online course, which provides students with handouts and links to developmental education sites. Outlines the recommended processes for effective writing: prewriting, drafting, editing, and presenting. Provides links to the course Web site for others interested in adding an online component…

Describes the author's approach to a MBA writing course functioning to connect the writing and oral presentation assignments to the students' current jobs. Notes that most international students lack an understanding of American business practices. Develops the assignments around what the students do know. Notes three assignments including a…

Analyzes how tools and interactions structure the way adult learners write in a socially interactive computer classroom. Argues that computers are not only instruments that make writing more efficient but are central to the construction of the writing itself. Contains 32 references. (JDI)

Vignettes concerning the Writers in Electronic Residence program in Canadian high schools demonstrate that, rather than just being a "tool" in the service of production or efficiency, technology can affect the learning experience and the relationships among all members of the learning community, both in the local classroom and via…