Lists and discusses briefly six "jumpstarters" for writers, intended to "rev them up and keep them going." (SR)

Outlines the author's experience publishing a collection of short stories. Discusses the hopes and disappointments of the process. Notes that persistence and fortitude are required for publishing a book. (PM)

Offers 95 questions for writing teachers to ask themselves concerning their writing habits and the writing instruction they offer to their students. (MG)

Suggests, in the context of the author's publishing failures and successes, ways to cope with the fact that judgment and rejection are part of academic publishing. (SR)

Presents a transcript of a panel discussion at Colgate University in which people in various professions spoke about their writing experiences in school and on the job. Notes that these stories told by professionals about their writing experiences can be seen as part of an institutional history and part of a disciplinary history. (RS)

Notes scholars in composition studies have begun to question the issues of writing in academic discourse communities. Explains college students (particularly basic writers and English-as-a-second-language writers) are only beginning to find acceptable spaces for their alternative writing styles in academia. Concludes if hybrid discourse were…

Proposes that it is essential for creative nonfiction writers to establish a personal ethics of telling. Contends that it is irresponsible of college writing teachers to allow students to think of classrooms as extended diaries where all that matters is that the student get it down on the page. Concludes that in the end, each writer is accountable…

Offers a brief history of portfolio assessment, addresses question teachers should consider when implementing portfolios, and gives a classroom scenario using portfolios. Describes the impact of portfolio grading on students, discussing power issues and student attitudes, and increasing student power. (SR)

Describes a "Young Author's Camp" that portrayed writing positively and as connected to art. States that the youngsters wrote constantly, some days with assigned topics and some days writing about things that "obsessed" them. Finds that students who disliked writing discovered how enjoyable it can be. (PA)

Outlines several reasons why teachers who write become better teachers. Discusses 13 steps in the process of becoming a writer. (SR)

Noting that one of the most important parts of knowing how to write well is to feel comfortable doing it, this information sheet lists some things parents can do to encourage their children to write and presents a series of writing activities. The information sheet notes that parents can: (1) show their children that they write often; (2)…

This article examines different manifestations of verbal talent and how teachers can identify and cultivate special verbal abilities in students. The provision of role models relevant to students' interests is stressed and a list of recommended biographies is included, as are literary experiences available to student writers. The relationship of…

Summarizes 24 authors' attitudes and experiences in electronic authorship: its challenges, advantages, and disadvantages. Offers suggestions to guide authors who want to publish electronically. (SR)

Reflects on the statement, "Literature should be removed from the center of the English curriculum and become part of the study of language that should be at the center." Tries to "clear the way" for students to write passionately about their lives and feelings and encourages students to explore their thinking through reading…

This book offers journaling ideas for girls and young women ages 11-16, although it states that others who like to "journal" will find something here for them, too. The book discusses the reasons for journaling, including that it can serve as a good release when angry, sad, troubled, or even happy. The book also states that a journal is…