This paper discusses the development and implementation of a project designed to provide faculty at Western Carolina University (North Carolina) with field experience in public schools. According to the paper, the project focused on team-teaching a high school sophomore so that the professors could learn from the student about the real world of…

This book's purpose is to assist school library media specialists in incorporating specific learning objectives into a storytime format, thus extending the storytime experience into standards-based reading and writing lessons. The book is intended for veteran and beginning school library media specialists and teachers who collaborate with them.…

The computer and the World Wide Web must be recognized for the new and different slant that they can offer to the assignments in writing classes, including as a method of embodiment for M. Bakhtin's concept of dialogism. While students encounter articles and approaches to controversial issues, many will not attempt to understand or embrace the…

Family Message journals, notebooks in which first-graders write a message to their families and receive a family reply each day, provide a fertile context for instruction and practice in writing for real-world functions and authentic audiences. Observation of classroom instruction, qualitative analysis of case-study children's and families'…

Noting that the emphasis in writing instruction over the past 40 years has shifted from product to process, this digest reviews the course and the primary features of this evolution from 1960-1999. The digest's first section discusses the move from writing product to writing process in the 1970s and 1980s, noting the groundswell of support for…

Noting that the emphasis in writing instruction over the past 40 years has shifted from product to process, this digest focuses on the experience of individual teachers as they searched for ways to put the principles of process writing into practice in the classroom. The first section discusses writer's workshops, noting that teachers have found…

This 1997 technical report looks at California Early Literacy Learning (CELL), a staff development program designed to help elementary teachers strengthen their teaching of reading and writing. It notes that research-based teaching methodologies have been organized into a framework for classroom instruction, and that the CELL project emphasizes…

This 1999 technical report looks at California Early Literacy Learning (CELL) and Extended Literacy Learning (ExLL), professional development programs designed to help elementary teachers strengthen their teaching of reading and writing. It notes that research-based teaching methodologies have been organized into a framework for classroom…

This book presents 30 brief practical teaching ideas for writing and English instruction in secondary classrooms. The first chapter presents various strategies for helping students learn to write well: students compile their own examples of effective writing; they turn interviews into gift books; they record their own activities for a whole day to…

Designed to help teachers empower students to become thinkers, writers, and especially authors, this book helps teachers develop a writer's mindset in grades 2-6 students. It supports and guides teachers from the week before school through the spring Young Author's Conference that recognizes writing achievement. Chapters in the book are: (1) Kids…

The "Pathways to Literacy" program was designed by teachers for teachers as a professional development activity to integrate standards with a reading and writing curriculum. It is intended as a how-to guide to help teachers learn to do a better job of implementing standards in their classrooms, or for related purposes such as improving…

Researchers investigated whether using modern writing tools--mechanical pencils, felt-tip pens, and other devices--would improve the legibility of first-grade students' handwriting. Results showed that children using these tools wrote no better than those using primary pencils. Teachers' practices did influence legibility, however. (PP)

As a result of difficulty in applying linguistic theory to teaching remedial writing to college students, a technique was developed that uses comparisons of spoken and written English to assist in composition and revision. Specific techniques and examples are outlined. (MSE)

Describes a systematic intervention program used at the University of New Haven which increased the persistence of developmental composition students using seminars on goal setting, learning styles, time management, and career planning and informal counseling by mentors to meet students' affective and academic needs. (DMM)

Both first-order creative, intuitive thinking and second-order critical thinking can and should be encouraged in writing instruction. The first helps generate ideas, and the second is useful in refining expression. The two kinds of thinking enhance different writing skills and can be mutually reinforcing. (MSE)