Contends that the requirement of a PowerPoint presentation as part of the research process would benefit students in the following ways: learning how to conduct research; starting their research project sooner; honing presentation and public speaking skills; improving cooperative and social skills; and enhancing technology skills. Outlines the…

Discusses how children move from personal to social narratives in writing workshops to create stories as tools for social action, addressing inequities in their school lives. Considers how social narratives can be used as tools for constructing and analyzing shared social worlds. (SG)

Describes the outcome of an innovative mentoring program that paired technology faculty and methods faculty in order to form partnerships to facilitate the modeling of technology for preservice teachers. Discusses the creation of useful applications for enhancing poetry writing through technology for elementary school students. (SG)

Describes a project in which the author asked the students to write about either their best classroom experience with writing or their worst. Finds that the most potent influence on writing instruction is the atmosphere of the classroom rather than the techniques that are used. Notes that the single strongest positive influence was the presence of…

Considers why the traditional research paper seems to have been part of the English curriculum forever. Provides a glimpse at what teachers in the past have done to alter its teaching and final format and provides a background against which English teachers may want to reevaluate and reinspire their own teaching of the research paper. (SG)

Attempts to define what "college-level" writing is. Argues that acknowledging the full range of complexities related to "college-level" writing is a necessary first step toward engaging in productive dialogue about it. Suggests that educators change the term "college-level writer" to "college-level reader, writer, and thinker." (SG)

Presents an interview with Linda Sue Park and discusses her background as a Korean American and her early reading and writing experiences. Addresses several of her young adult books and discusses her current projects. (SG)

Suggests that there are three powerful ingredients that compose writing workshop block: time, ownership, and response. Notes that the child-centered nature of writing workshop is part of what makes it appeal to students. Considers how the fact that each child is accepted at his or her level allows for many differences in ability. (SG)

Describes work undertaken as part of a partnership program initiated to encourage collaborative research between primary school teachers in England and university tutors. Notes the teachers explored ways of developing children as reflective writers. Illustrates the impact on achievement, analyzes some examples of writing, and discusses evidence of…

Discusses how James Gray, founder of the Bay Area Writing Project and later the National Writing Project, began with a simple idea--successful teachers are the best teachers of teachers. Describes how James Gray laid a foundation for what has become a national network with 175 sites across the nation, providing a professional home for thousands of…

Contemplates how Northrop Frye, a serious man, displayed great confidence that there is a group of those who have seriously studied literature who know that this study is coherent and progressive and who have a sense of the unity of the subject. Suspects that many do not know or no longer know this sense unity of the subject and have to posit it…

Case study of professional development linked to the teaching of reading and writing at a small elementary school in Harlem. Draws following implications for school, district, and state policymakers: Make time for teachers to collaborate, provide instructional demonstrations, provide literacy training focused on the "Big Ideas," and hire…

Describes how the author asks students to turn off their monitors (literally and figuratively) and key into their "processors." Describes a tactile writing exercise to emphasize the sensation, the feel, that "writing with flow" generates. Notes that this experience of flow is vital to his vocation as a writer and as a writing instructor. (SG)

Challenges the traditional notion of plagiarism in terms of students who write in English as a second language (ESL). Proposes what constitutes legitimate language re-use. Concludes that professors should change their methods of teaching to accommodate ESL students' learning methods and expectations. (PM)

This bibliography cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that have become available to its compilers during the period of July 1, 2002 through September 30, 2001. (Author/VWL)