Considers how writing teachers can help students become more inventive writers. Gives different techniques for developing invention skills. Outlines an approach for fostering invention in writing. (HB)

Discusses the experiences of a writing teacher as she conducts inservice teacher workshops and writing workshops for students. Notes that, when students are invited to write with passion about those things that they really understand and to which they have an emotional connection, teachers may be surprised at what students can do. (RS)

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the history of their local high school. (HB)

Describes how one English teacher developed an approach to teaching writing that pairs student writers with writers in the community outside the school. Outlines the features of this writing partners project, including the responsibilities of each partner. Argues that such programs foster writer skill and self-esteem. (HB)

Describes a collaborative reading and writing project matching preservice student teachers with eighth-grade students. Provides analysis of participant reactions to the program, including specific comments by both students and teachers about the readings and the subsequent writing assignments. (HB)

Provides analysis of the various kinds of audiences for whom technical materials are written. Describes the functions of the "watchdog" audience, who oversees the written transaction between the author and primary audience. Provides data from an ethnographic case study of engineering authors in a technical setting. (HB)

Presents an approach to analyzing classroom talk that sheds light on the intellectual work of the classroom. Analyzes the teaching-learning interaction in a ninth-grade English classroom where a writing lesson was being undertaken. (HB)

Humber College (Ontario) adapted a learning strategies intervention model which emphasized sentence, paragraph, and theme writing and error monitoring. Stages include pretest, describing, modeling, verbal practice, controlled practice and feedback, college-level practice and feedback, posttest, and generalization. Implementation and evaluation of…

Analyzed the verbal interactions during and the narratives produced from third and fourth graders' collaborative writing projects with a teacher or peer. Found that, although the teacher focused instruction on the structural features of the narratives, the students tended to use the narratives to interpret the task and experiment with new academic…

Describes the battle for free expression, especially as it relates to the student press. Describes the effects of the Hazelwood Supreme Court case, which gave principals censorship powers over student expression. Gives specific examples of how this power has been exploited and argues against the decision. (HB)

Outlines the legal effect caused by the Supreme Court decision in the Hazelwood v. Kuhlmeier case over censorship of student expression and publications. Defines the legal implications of the ruling and discusses numerous other related cases. (HB)

Considers the effect of the Equal Access Law on high school newspapers. Discusses the Supreme Court's 1990 Mergens decision. Relates this decision to the earlier Hazelwood v. Kuhlmeier decision and shows how these decisions might affect the censorship and freedom of speech rights of student publications. (HB)

Presents the model guidelines for the student press as devised by the Student Press Law Center in Washington, DC, in 1974. Includes a statement of policy and sections covering official student publications, non-school-sponsored publications, protected speech, and prior restraint. (HB)

Outlines a balanced view of writing instruction emphasizing process, product, and purpose. Proposes various principles of writing that instructors should foster among student writers. Gives examples of these principles in practice. Argues for more carefully structured teacher-directed instruction. (HB)

Presents a conversation with Linda Rief, a middle school language-arts teacher, concerning writing workshops in the classroom. (RS)