Shares some lesser known generalities and historical influences that have influenced the English spelling system. Argues that teachers can help students discover some of the patterns and complexities of English spelling and together explore the rich and fascinating story of how this printed language has developed and changed over time, thus…

Considers that ever since distance learning technology has enabled colleges and universities to offer courses to students who might otherwise not be able to earn college credit, resistance has emerged on pedagogical or fiscal grounds. Notes that most students in distance learning composition classes indicate that they would participate in such a…

Discusses reading and writing workshops at Green Intermediate School. Notes that Nancy Atwell's voice has become a significant thread woven into a tapestry of literacy research and instruction among others whose work has contributed to the evolution of the way educators teach children to negotiate language. (SG)

Discusses the theoretical framework behind, the benefits of, the implementation of, and the perspectives on student-led conferences using portfolios. Presents suggestions for preparing a class to share their portfolios during their conferences. Notes that it gives students a clear sense of their strengths, their weaknesses, where they stand, and…

Examines how visible students were as writers to instructors who were not acquainted with composition theory. Asks what identities faculty were crafting for themselves and their students (both consciously and unconsciously) and how those identities were revealed in their responses to student texts. Indicates that the content-area faculty…

Presents results from a survey in the United States that provides some indication of how reading specialists fulfill their roles and how they offer students effective literacy instruction. Notes that the goal was to investigate what reading specialists do so that educators could better understand how they provide services to students and teachers.…

Analyzes challenges faced by English-as-a-Foreign-Language teachers teaching writing. Challenges include class size, time constraints, accommodating local needs, and lack of both teacher experience in teaching second language (L2) writing and student training in first language writing. A second group involves ideological challenges such as the…

Explores how womanist sermons can be used in the writing classroom with other-literate students to help them produce hybrid discourse that problematizes and expands what is acceptable and progressive rhetoric within the academy. Demonstrates how exploring womanist sermons can help non-traditional students create provocative and analytical essays…

Considers several reasons why students plagiarize. Discusses the importance of middle school students producing their own work. Notes that while educators cannot expect original science or criticism from children who do not yet have the necessary knowledge base, they can expect original stories and poems. (SG)

Reflects on the articles in this themed issue on reflective practice. Notes that these teacher/authors have been influenced by prior learning, past experience, feelings, attitudes, values, the school constraints on the learning environment, and their own assumptions about teaching. Describes how teachers have formed a learning community to…

Papers in this collection represent different aspects of current research into writing in a second language. Papers deal with: (1) backtracking in writing the second language; (2) developmental relationships in the acquisition of English syntax; (3) models of adult second language writing instruction; (4) and second language writing subprocesses.…

Claims that in contrast to the view that attention to genre stifles creativity, genre theory offers useful possibilities for fostering student insight into the nature of academic writing. Argues that knowledge of genre helps students see writing as a social construction. (NH)

Discusses how what started out as a term project on a female Canadian artist changed the way the author writes poetry and how she teaches her students. Suggests that, rather than acquisition of knowledge being the primary focus of school, students need to be in conversation with knowledge--composing and creating their own understandings with…

Describes a writing class activity to encourage peer feedback when peers are reluctant to give it. Notes how it invites personal dialectic and critical analysis while protecting the writer's originality and sense of control. (SR)

Offers 4 brief descriptions from college writing teachers of activities they use successfully. Describes using a "round robin" process for group writing and revision; addressing stylistic and grammatical issues by using anonymous student writing; "showing" versus "telling" words; and using film to model "larger" meaning in personal narrative. (SR)