Defines the "how-to book" genre, and describes a how-to book-writing project with four high school English classes. Notes that writing how-to books links high school students' literacy development and achievement to their interests and provides a purpose for writing. Analyzes the project in connection to authentic instruction and…

Outlines methods for presenting grammar and punctuation in a one-semester community college classroom. Discusses misconceptions often held by students and misconceptions occasionally held by instructors. (RS)

Presents an annotated bibliography summarizing theoretically grounded reports of research and discussions of central issues in second- and foreign-language writing and writing instruction recently available. (CK)

Examines the pitfalls of teaching and conceiving of writing in terms of content and form. Suggests that writing instructors and their students should think in rhetorical terms: how discourse responds to other discourse or to its audience, i.e., how it most effectively gets the job done. (TB)

Discusses three types of synchronous writing environments, each offering teachers and students a vehicle for using electronic text to promote literacy-based learning communities: classroom collaboration, networked notetaking, and virtual communities. (SR)

Reflects on the relationship between swimming and writing; between learning to swim and learning to write; and between the relevance of pedagogical theory and practice. Suggests that graduate students in writing should learn from historical and contemporary theorists but must have their own theories, the codification of their experiences as…

Attempts to work out a way of understanding and teaching argument that prepares students to participate in serious deliberations on issues that face them every day. Examines two contrasting styles of argument, competitive and collaborative, and where the middle ground between the two lies. (TB)

Examines the effects of reading and writing multivocal texts and argues that writers need to assume interpretive responsibility for creating new forms of discourse. (TB)

Survey responses from 67 Florida directors of adult basic and literacy education (100%) and 145 of 169 Ohio directors indicated that a much larger number of teachers have access to computers than actually use them to teach writing. There is little staff development related to computer use, and funding is a major inhibiting factor. (SK)

Describes how a parent, in cooperation with other volunteers, organized a writing center on a high school campus. Explains how they secured funding, found a room out of which to operate, and worked their way into the culture of the high school. Outlines the development of the writing center over its first four years. (TB)

Presents a selected annotated bibliography of recent scholarship in second language writing. (Author/VWL)

Examines the language and literacy practices in two Mexican schools (two beginning primary classrooms and two grade 4 classrooms) over a period of approximately six months. Indicates that students were provided with considerable freedom in terms of their spoken language which contrasted greatly with the emphasis on form in the production of…

Presents 5 international reports on literacy research from Mexico, Mexico and Colombia, Brazil, Argentina, and Chile. (SG)

Discusses materials for middle grade and high school learners. Explains useful resources for teaching struggling writers. Details a publishing tool, a reading comprehension assessment, and a Scholastic Assessment Tests (SAT) preparation text. (PM)

This bibliography cites and summarizes books, essays, and research reports on second and foreign language writing and writing instruction that have become available to its compilers during the period of January 1, 2002 to March 31, 2002. (Author/VWL)