Relates some of the observations made of a kindergarten classroom over a two-year period in which teachers simulated as many conditions as possible with respect to a natural "learning-how-to-write" situation. (HOD)

Describes a workshop approach to writing instruction that creates an environment appropriate for the writing process approach to writing. (HOD)

Argues for the use of adult-adult interactions between teacher and student (as opposed to parent-child interactions) to help stimulate the revision of student papers. (HOD)

Demonstrates how peer interaction during writing helps children experience connections between reading and writing. Describes children's responses to unfinished pieces, a peer's "published" piece, other students' published books (read aloud by a student other than the author), and to books written by professional authors. (HTH)

Classifies writing conferences into three categories based on teacher dominance: prescriptive, unarticulated, and open-ended; asserts that for conferences to succeed, both teacher and student must let go of traditional classroom expectations. (AEA)

Describes observations of one student's writing process and the ease with which the student transformed prose into poetry. Discusses what the teacher learned from the observations about the sensitivity and energy of eighth-grade writing students. (HTH)

Questions what is going on in the highest reaches of English composition research and the distance between theories of the composition process and actual classroom practice. (CRH)

The advantages of using word processing in a business writing course are identified as making students feel more comfortable with writing, enhancing creativity, and making revision easier. The need for an initial large investment of time by instructors before initiating word processing use is discussed. (MBR)

Suggests that a successful composition inservice program revolves around four components--theory/knowledge, categories or schema, teacher attitudes, and teacher behavior. Concludes that as teachers acquire knowledge of categories, and as they change attitudes toward self-assessing and revising, they change their behavior. (FL)

Points out that untrained peer editors, because they are not familiar with the genre of student writing, are inexperienced in critically reading text. Makes suggestions for ways to train peer editors. (FL)

Describes the methodology and results of a survey of technical writing teachers. Respondents indicated whether their institutions offer a course in lower division technical writing and how they believe such a course should be taught. They also rated the appropriateness of various types of writing exercises. (HTH)

Describes various revising operations that allow students to genuinely re-see their work in order to revise effectively. (CRH)

Describes a program of creative writing and describes student objectives and teacher objectives that allow the experience to aid students in producing critical essays. (CRH)

Describes a six-week writing elective during which students become more confident of their own writing and are free of teacher assessment/judgment. (HOD)

Examines the advantages, for both teacher and students, of using teacher writing in the composition class. (MM)