Considers the written genres of a group of six children in a first-grade classroom. Reveals the children to be active participants in the social dialogue of their classrooms. Outlines their use of genres and describes where these genres may have come from. (HB)

Describes a third-year course in Spanish composition and conversation, in which students make use of community resources by doing on-site observation of local television, radio, or newspaper production. Students learn how to write in journalistic style and also read texts by well-known authors. (5 references) (Author/CK)

Describes the problem of importing multiculturalism into the writing classroom and specifically the possibility of a multicultural approach to writing style. Considers the ghettoization of student writing that appears to be riddled with "errors." (HB)

Describes the relationship between reading and writing and considers its treatment in scholarly research. Explores relationships between writing and reading as they emerge in autobiographical accounts of literacy developments. Analyzes numerous interviews of people remembering literacy experiences. (HB)

Uses a case study to explore the concept of academic authority and how it manifests itself in written arguments. Investigates how differences in authority are played out in the academic environment. Examines how the lack of authority shapes the reading and writing practices adopted by students. (HB)

Gives an overview of how one English teacher uses students' inherent understanding of film by asking them to write movie scripts. Advocates the use of screenwriting in the classroom. Details numerous reasons for such methods, and describes eight specific suggested class activities employing script writing. (HB)

Three short articles highlight tips for teaching in the English-as-a-Second-Language classroom, including cooperative learning strategies, a listening comprehension activity, and ideas on why detail is essential for clarity in writing. (CK)

Theories of writing development put forth by C. Bereiter (1980), B. Kroll (1981), and K. Perera (1984) are reviewed and presented as frameworks for practitioners working with students having language learning disabilities (LLD). The theories are considered with regard to the assessment of written language, and written language intervention…

Finds that the strongest predictor of motivation was the literacy task: during open tasks, children used more reading strategies, persisted longer, and controlled their attention better regardless of instructional condition (whole language or basal). Suggests that researchers examine how students actually interact with literacy contexts. (RS)

Explores the possible intersections among postmodern theory, transactional theory, and writing instruction. Questions the transactional nature of writing. Argues that the issue of what constitutes a genuine rhetorical exigence poses a challenge to the field of writing instruction. (HB)

Demonstrates ways in which students can use popular media sources for the purpose of research in rhetorical and cultural study. States that students come away with a better understanding of how the media usually only take one side or the other. (PA)

Discusses the role of the intermediate whole-language teacher, including creating a proper environment, emphasizing meaning, encouraging risk taking, providing sufficient learning time, focusing on students, encouraging collaboration, using whole pieces of language, using the best literature, teaching skills in context, evaluating, and integrating…

The Collaborative Approach to Writing, which has turned reluctant writers into enthusiastic authors, involves the direct teaching of the mechanics of writing and provides students an opportunity to practice their skills as they work together to write a novel. Students work in groups to develop a plot outline, write, edit, and publish. (JDD)

Reports findings from the second year of a three-year study following four children from a prekindergarten Head Start program through first grade. Investigates the impact of kindergarten instruction on the development of literacy. Suggests that children may define writing and reading as their teachers' instructional practices dictate. (SR)

The effectiveness of writing process instruction in the regular classroom with three second grade students (one learning-disabled, one low-achieving, and one gifted student) is described. All three students demonstrated significant growth in punctuation, spelling, capitalization, and fluency during the six-month period. (Author/JDD)