Argues for the value of reading and interpreting autobiographical writing in a high school literature class. Explains a teaching method whereby students are asked to choose a special passage and respond to it in their journals from a personal viewpoint. Suggests that the sharing of these passages in class builds class chemistry. (TB)

Examines Dora V. Smith, who was a pioneer in education, ahead of her time in calling for a student-centered approach in the teaching of writing and reading. Explains how she stood up for cultivating a child's personal interests, both in choice of reading material and in written responses to that reading. (TB)

Uses experimental and control group data to show that students' correction of grammatical and lexical error between assignments reduces such error in subsequent writing over he semester without reducing fluency or quality. Further examines how error correction should be done. (Author/VWL)

Discusses the two core approaches (the deep approach and the surface approach) for writing by college students. Deep approach involves conception is oneself as an agent in making meaning and the surface approach is linked to a more passive strategy marked by reproduction of reorganization of information. Concludes with recommendations for…

Notes that learning occurs in particular social contexts. Reviews research on actual classroom language -- specifically, instructional conversations-- along with work on emergent literacy and ability-based reading and writing groups. Discusses implications of the research for educational practice, policies, and students' learning. (RS)

Describes how one college professor at California State University Monterey Bay changed her pedagogy in an English composition class to draw upon her Spanish speaking students' assets. This effort created an innovative model for second language acquisition in the English language writing classroom that combines student research of local…

Argues that the definition of teaching content for imaginative writing in Scotland's national curriculum guidelines is problematic and that the definitions of process and context are not sufficiently coherent to provide a sound basis for planning and teaching story writing. Indicates how the writing criteria applied to national tests of writing…

Examines student responses to their teachers' written comments on their papers. Finds that students are equally interested in getting responses on content, purpose and organization as on sentence structure, wording and correctness; and students prefer specific comments with explanations over negative comments or comments that seek to control their…

Shows how assessment models fail to evaluate adequately the performances of socially, ethnically, and culturally diverse students. Maintains that assessment criteria are unable to acknowledge the blurring of genres, controversies over the role of personal voice, and the privileging of linear forms of organization. Focuses on one African American…

This study focuses on how Chinese writing instruction can cause negative interference for Chinese English-as-a-Second-Language students writing in English. The study shows that in Chinese writing, the main idea can be more general, as a theme, or specific, as a thesis statement. It can also come at the beginning or end of a paper, and the writer…

Interviews the editor of "College Composition and Communication" regarding his perspective on the current state of composition studies and his sense of where the field might be headed. States that he advocates methodologies that "engage with the views and experiences of students." Finds that his contributions to the field…

Surveys and observes highly effective primary-level teachers. Describes their classroom characteristics and instructional practices, particularly the deliberate and well-planned integration of explicit skills instruction and authentic reading and writing experiences. (SR)

This study reports results of student graphing of writing after brief free writing periods in the 4th grade. An examination of writing samples over time from students with the highest and lowest writing rates showed improved writing quality in terms of more concrete details and more sophisticated organization. (Contains references.) (Author/CR)

Details the results of allowing student choice in reading and writing. Contends that introducing choice late in a student's schooling complicates that student's ability to reap the full benefits of autonomy. Concludes that choice as a key component of teaching reading and writing is problematic in a traditional setting filled with prescriptive…

Presents an interview with Roxie Ahlbrecht, a second-grade teacher at Robert Frost Elementary School in Sioux Falls, South Dakota. Discusses technology and writing. Details how Internet projects support literacy. (PM)