Points out that there is an enormous amount of material from the world of art that can help people see and, therefore, help them write. Notes the connections between writing and visual art as expressed in the work of many writers, including the author. Offers suggestions on how to explore the connections between writing and art. (SR)

Notes that a premium has been placed on written composition in American schools. Discusses classroom research that demonstrates the power of oral composition. Suggests that to help all children become better composers, educators must involve them in authentic oral, as well as written, composition. (SR)

Claims that what matters in classroom writing instruction is an authentic, supportive audience. Shares results from a study of a combined grades 5-6 classroom. Finds that students felt successful as writers when peers evaluated their prose positively. States that the students' knowledge that their writing evoked emotional response from their peers…

Reviews an instructional strategy for remedial writers which consists of four steps: identifying a strategy worth teaching; introducing the strategy by modeling it; helping students to try it out with workshop-style teaching guidance; and then, helping students to work toward independent mastery. (TB)

Describes a number of ghost stories from American cultures, all of which, despite their different origins, seek to stimulate horror, escapism, and fantastic pleasure. Suggests that the stories may be used to improve reading and writing and incorporate "rainbow" themes in the classroom. (TB)

Discusses strategies and activities that a teacher can use to help a young writer become a fluent writer. Suggests that it is essential for teachers to provide an abundance of opportunities for children to write. (RS)

Reflects on four significant issues discussed in this issue devoted to teaching writers to spell: (1) how much time should be spent on spelling; (2) how kids can be helped to care more about spelling; (3) how stakeholders can be helped to understand the point of what educators are doing with spelling; and (4) where the national climate is heading…

Illustrates the power of responsive teaching and how one teacher used a modern poem about cruelty to address a recent incident of her own students' cruelty to a classmate. Notes that the class responded with compassion, tolerance, and a sense of caring for those who are different. (MG)

Reexamines the author's 1984 essay "The Idea of a Writing Center." Revisits in particular three relationships: the tutor and the writer; the tutor and the teacher; and the tutor and the institution. (SR)

Points out the incoherence of disciplinary assumptions within the field of composition regarding the research paper. Discusses writing technologies of the research paper, and the juncture between research and composition. Proposes that an ethnographic model would provide students with tools to work in the territory between the scientific model of…

Suggests that an effective way to develop students' writing abilities is to teach writing through journalism. Discusses the successes the author has had in incorporating journalistic writing strategies into elementary and secondary English/language arts classrooms. (RS)

Offers a profile of today's newsletters and includes suggestions for producing a successful newsletter. Provides a checklist for writing case histories and an outline of major types of newsletters and house organs. (SR)

Discusses writing as a social activity and how collaborative writing enables risk taking and promotes a change in writing attitudes. Provides examples of collaborative writing in the following areas of expository text structure: enumeration, sequence, comparison/contrast, and cause/effect. (MG)

Highlights six journalistic vows that help to create a voice in a publication or in a writer. Shares four story beginning samples which reflect a cinematic approach, a creative dictate and encouragement of writer individuality even when reporters are working in teams. (MG)

Shares nine ways to help students develop their journalistic voice. (MG)