Examines the process of writing and concludes that a teacher's affirmation and encouragement is needed for a student to feel his or her work has validity. (DF)

Examines the relationship between editors and writers and cites traits of a good editor, such as knowing language and knowing people and not giving writers more suggestions in one sitting than they can handle. (DF)

Examines the steps in the process of editing a manuscript and discusses the positive aspects of being an editor, such as being able to meet a wide variety of people and to learn about a range of subjects. (DF)

Five writers/teachers explain their philosophies about editing student work for publication. (DF)

Discusses the balance needed between praise and encouragement and constructive criticism in critiquing the writing of older students. (DF)

Presents an example of student's bad poetry and suggests ways in which a teacher may encourage a student to develop his or her writing poetry skills. (DF)

Advocates the practice of peer editing in primary and secondary schools and offers three workable strategies for using students as editors: role playing, comments on the pages, and face-to-face critiques. (DF)

Interviews Ron Padgett, editor and writer, about his attitude toward editing, his views on allowing students to edit writing, and his experiences with having his own writing edited. (DF)

Discusses similarities between teachers and editors, such as the fact that both editors and teachers have to approach manuscripts with open and attentive minds and respect the integrity of the text. (DF)

Explains that the current journal issue focuses on the importance of editing and the similarity of editor/writer and teacher/student relationships. (DF)

Addresses many questions teachers might have about incorporating writing in science curricula. (JK)

Reviews a book entitled "Secret Writing: Keys to the Mysteries of Reading and Writing" and presents exercises from the book that are designed to improve students' reading and writing skills. (DF)