Describes the author's evolution from a teacher set in his ways to one who adapted to students' voices. Contends that classrooms need to be environments where students are able to ask their own questions. Explains that key elements of such an environment include the following: interviews; mini-lessons; multi-genre projects; literature circles;…

Introduces this special issue of the journal and discusses the notion of "post-process." Investigates four components of Trimbur's (1994) definition of post-process, reviews studies in first and second language writing/literacy research that have attempted to move beyond process pedagogy and theory, and concludes with a summative definition of…

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 to September 30, 2002. (Author/VWL)

Provides practical suggestions for teachers to integrate cultural pluralism in three reading strategies: (1) reading workshops; (2) writing workshops; (3) language experience approaches that make a valuable contribution to students of all cultural backgrounds. (Author/VWL)

Discusses how one teacher used research and writing activities to help students develop independent, academically effective approaches to reading and writing. Describes a typical research and writing period. Considers how she fosters self-regulated learning and builds a community of learners. Notes the importance of involving students in complex,…

Presents some poems the author has used with students, the prompts they considered, and the poems they wrote in response. Concludes that educators must take advantage of opportunities where students can share their poems so that they, too, can experience the power of the written word. (SG)

Discusses how Wera, a recent immigrant from Poland, uses memoir as a tool to reflect on her life while shaping her identity between school and family. Presents three scenes to describe her work. Discusses how the three scenes focus on using life knowledge and experiences in building of self, writing as a tool for identity construction, and…

Investigates the grammar and style checker in MS WORD software in depth, focusing on its theoretical underpinnings. Contrasts the approaches to grammar and style embodied in the software with those found in current composition pedagogy. Concludes with suggestions that go beyond customizing the Grammar Checker to advocating more thorough…

Describes authors' experience of a "literacy dig" during their second Reading Initiative meeting, in which they searched for literacy in uncommon places. Explains how this exercise caused them to shift from deficit learning to acknowledging that children know how to read and write and need support and guidance. Outlines the authors' experience…

Suggests that analyses of current assessment practices need to examine the impact that testing has on teaching and the curriculum. Notes that writing assessment drives instruction. Provides basic questions to begin analyses of local and state assessments, and provides one such analysis of Illinois' assessment. Concludes that educators need to help…

Presents a new approach to examining second language writing among young learners, which the author defines as "Language mosaic." Offers a new perspective on the process of writing development and examines how and what children do in the writing process while developing an additional language. Suggests that educators should view the…

Examines six shifting boundaries: time and space, authorship, writing skills, medium, availability, and the senses. Addresses what the new perimeters might mean for teaching writing at the college level, for student writing, and for instructional management. Considers the challenges of plagiarism. (SG)

Provides six remembrances by teachers and students of the Teachers and Writers Collaborative on the occasion of its 35th anniversary. Discusses the quality of colleagues and the excitement of teaching. Notes the motivating influence of this teaching on students. (PM)

Presents the Main Idea Organizer (MIO) to help students who may struggle with writing, reading, and thinking--though in different ways and for different reasons. Describes many different ways the author uses the MIO. (SG)

Considers how in recent years, media literacy education in the classroom has been viewed as a bridge to more sophisticated print literacy. Examines assumptions about the connections between popular media--using television as a specific example--and print literacies. Outlines three approaches to media literacy exploring advantages and disadvantages…