Contends that since Columbine and September 11th, censorship and subtle forms of censure have begun to hinder educators in their efforts to teach creative writing. Explains that in this environment, many teachers feel the need to self-censor to keep administrators happy. Outlines the author's attempt to help students deal with contemporary events…

Notes that central to the short story form are three tools of fiction: voice; point of view; and setting. Discusses examples of short stories by famous authors. Explains that the very short story has become popular with high school and college teachers as a way to pique students' interest in writing fiction and in analyzing complex longer stories…

Argues that in teaching students to write as critics, educators need to ask them to change not how they think but how they work--to take on a new sort of intellectual practice. Shows how helping students become more aware of choices they make in revising their texts can help them gain control of using the work of others and gain a reflectiveness…

Examines how two adult students "extrapolated" on previous writing experiences in particular genres to allow them to adapt to writing in new genres in a college writing course. Bases the findings on interviews with two adult students. (TB)

Provides a framework for using journal writing in the primary grades to develop writing skills. Outlines techniques to help focus teacher observations, deepen insights, inform curricular decision making, and help teachers reflect upon the student's role in journal writing. (RS)

Discusses strategies and activities that a teacher can use to help a young writer become a fluent writer. Suggests that it is essential for teachers to provide an abundance of opportunities for children to write. (RS)

Describes how a first-and second-grade classroom teacher learned to design mini-lessons on story beginnings, descriptive language, and story structure that suited the needs of her primary-grade writers, by using examples from the real writing experts--the authors of the children's favorite books. (SR)

Describes how the author discovered practical, accessible ways of talking with her seventh and eighth graders about the considerations and decisions of fiction writers. Appends a fiction writing handbook. (SR)

Reflects on four significant issues discussed in this issue devoted to teaching writers to spell: (1) how much time should be spent on spelling; (2) how kids can be helped to care more about spelling; (3) how stakeholders can be helped to understand the point of what educators are doing with spelling; and (4) where the national climate is heading…

Describes several instructional strategies middle-school science teacher uses to teach students to read and write about science. (Contains 12 references.) (PKP)

Discusses how contract grading promotes quality writing as well as a larger quantity of writing. Considers how teachers can use contract grading to support and promote the behaviors, thinking skills, and writing skills they believe will help students create quality writing. Notes that contract grading leads students to write more, to have fewer…

Presents four brief essays by teachers addressing "the cost of plagiarism,""involving students the first day,""grammar," and "learning without being taught." (SG)

Considers how the concept of Traveling Literacy Trunk was designed to reach all corners of the state of Oregon with compelling, student-centered, developmentally appropriate writing activities that could be shared with teaching professionals. Outlines 12 steps for developing a Traveling Literacy Trunk. Describes many benefits of the Literacy…

Explores dilemmas that arise as compositionists continue to develop theories and practices of mixed and alternative discourses. Focuses on how composition studies have attached spatial designations to discourses. Notes that the label "home" implies that such discourses have been protected from the onslaughts of a dynamic and changing world's…

Explains a research paper assignment in which students design their own thesis and link an original theory to an article found in a popular magazine. Provides three example assignments. Concludes the students then feel comfortable during later classroom discussions when introduced to the views of literary critics. (PM)