Reviews narratives of resistance in the field of composition and writing studies in order to consider the teacher-student relationship. Suggests that an understanding of the dynamics of this relationship may help find ways to mitigate this component of the teaching of writing. (NH)

Discusses how students learning to write in a second language need to be aware of text genres. Claims that transforming texts from one genre to another, using information and ideas in the source text to create new texts for different audiences and purposes, helps students to become aware of and take into account genre-related features such as…

Describes a course called "Varieties of Speaking and Writing" at Anglia Polytechnic University; the course teaches language skills through study of extracts from literary and non-literary writing. Addresses fundamental pedagogical issues: how to improve undergraduate writing skills, how to train and assess speaking skills, and how to…

Examines three significant moments in a weekly reading and writing workshop to reflect on the problematic notion of "coming to voice" for African Caribbean girls aged 14 to 15. Concludes by sharing how the inquiry taught the author some salient lessons in listening to research participants' voices and on the politics and ethics of…

Investigates validity and reliability of a teacher efficacy instrument designed specifically for the area of writing. Notes a factor analysis yielded two dimensions, and that both factors were reliable and only slightly correlated with each other. Finds reported classroom practices of high- and low-efficacy teachers differed, and that variation in…

Seeks to complicate current theories of gender, technology, and composition by examining the self-representation of Black women at Spelman College in their end-of-the-semester Web-based portfolios. Examines how African-American women hold onto sets of experience, memories, and cultural signs when they present themselves online, appropriating…

Propose that educators use statistics to show that writing centers help to create a climate where struggling students succeed and successful students excel. Considers how to add "academic culture," something less concrete, to the bottom line. Challenges readers to think about how their writing centers enhance and advance a culture of academic…

Presents an example of how professional development measures and an integrated approach to literacy positively affected one urban high school. Notes that the reading achievement of these urban high school youths was influenced by quality instruction and support for classroom teachers. Indicates that school structures influence student achievement.…

Notes that research in three primary schools in Southern England draws attention to the ways in which the National Literacy Strategy (NLS) is prompting changes in contexts for writing and in the nature of teacher intervention. Concludes that developmentally appropriate, affirming strategies need not contravene the educational ideals of the NLS.…

Recounts the author's educational experiences between 1991-1995 as a university writing teacher and tutorial assistant for scientific papers at the secondary level. Presents a methodology integrally developed in four steps that can be applied to different levels of teaching and a series of conclusive theses about the subject. (BT)

Observes 32 British primary schools during the academic year 1999-2000. Celebrates effective whole-school strategies for literacy, and confident approaches to the National Literacy Strategy. Features schools where achievements in literacy, and particularly in writing, are less secure. Suggests that these schools often share a conscientious, but…

Presents a case study of an integrated approach to teaching history, literacy and music, in a Year 6 class. Suggests success was due to use of varied teaching approaches including storytelling, drama, singing and discussion. Emphasizes links between genuine historical tasks, and activities in the National Literacy Strategy. Suggests how music…

This study examined how deaf students construct meaning through writing during authentic science activities. Analysis of writing samples (N=228) indicated that certain process writing strategies were differentially useful including writing prompts used by teachers, focus for the writing, follow-up to the initial writing activity, the teacher's…

This article describes an e-mail pen pal correspondence project and its positive effect on middle school students, including students with disabilities. It reports on a study with 80 students, which found that the students with e-mail pen pals generated significantly more written words than students with traditional pen pals or a control group. An…

Debate about the value of providing corrective feedback on L2 writing has been prominent in recent years as a result of Truscott's [Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369] claim that it is both ineffective and harmful and should therefore be abandoned. A growing body of…