The third article in a series describing a study of the development of a third grader's approach to revision in writing. (DD)

This fourth article in a series on the writing process describes one child's writing process and draws implications for teaching first grade writing. (DD)

An examination of writing as communication for one's self and for other audiences outlines four essentials to a successful writing-process program: (1) adequate provision of time, (2) child choice of writing topic, (3) response to child meaning, and (4) establishment of a community of learners. Study programs, as well as additional reading…

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)

Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Reports classroom observations and dialogues with children that show children's understandings and use of punctuation; reports data showing that children in a class in which punctuation was taught in the context of writing learned more about punctuation than children in a class in which it was taught in isolation. (ET)

Presents findings from an in-depth study of children's composing processes in an effort to explain handwriting performance in relation to child development and the writing process. (GT)

Discusses characteristics of lifetime writers: seeing writing's purpose, initiating writing, expressing their own voice, and working well alone. Teachers can encourage this behavior by demonstrating writing, allowing time and choice, using writing skills frequently, demonstrating writing conventions, expecting more, and responding to writing. (SM)

The first of a series of columns which will describe the progress of a longitudinal research project on the writing process funded by the National Institute of Education for two years. (DD)

Shows how the classroom environment provided by a second- grade teacher allowed one of her students to experience her own writing process and develop as a writer. (RL)

Describes how to become a better writing teacher, discussing strategies for students who do not finish their work, how to help children from other cultures write in their first language and in English, and how to help children with good ideas but poor writing and spelling skills. A game to help children understand conventions is included. (SM)

Teachers can encourage their elementary students to write by demonstrating writing themselves frequently throughout the day. The paper discusses how teachers can become more comfortable with their own writing in order to use it to teach, then offers suggestions on how to write in class and share it with students. (SM)