In this article, the authors share what they learned from their study of writing communities, which they refer to as writing groups, during the 2017-18 school year. The authors propose a conceptual framework for writing groups that engages students in the process of designing and participating as writers with their peers. The framework emphasizes…

The purpose of a prominent feature analysis is to describe the stylistic flexibility that a young writer, or a group of young writers, exhibits on a given day, with a given prompt. In prominent feature analysis, there are no guidebooks, no rubrics--just student papers and the expertise of teachers. Teachers come to the papers individually and yet…

As teachers consider ethics, they find that it may often look like a student issue. It may be discussions of plagiarism, social justice, honesty, bullying, privacy, child labor, free speech, inequity. However, even as teachers struggle with ways to model ethics or "teach" ethics, they find that their teaching practices may warrant reflection. One…

The implementation of Common Core State Standards (CCSS) across the country necessitates revising the English curriculum, asking teachers to incorporate and analyze more perspectives in the classroom as society becomes more diverse. The authors wondered if this reform might provide an opportunity to examine social equity by studying an anchor…

In order to consistently give quality feedback to students, the author introduces the revision and automation tools in Microsoft Word 2007. These features, Comments, Tracking, and Changes, are part of the Review group in MS Word 2007. Additionally, the AutoCorrect feature can be used to enhance and support editing endeavors. This article offers a…

Some scholars writing about improving students' reading and integrating reading and writing instruction suggest using think-aloud techniques to teach students reading comprehension skills. Using think-alouds to teach reading comprehension and then the read-aloud protocol technique (which is based on think-alouds) for peer review has two major…

Authentic discussions about writing are the sorts of conversations that professional or experienced writers might have, where writers explore purpose, effect, clarity, and interpretation. These discussions help students develop "writing skills and strategies because students are able to work at progressively higher levels with the guidance and…

Overburdened with athletics, play rehearsals, band practice, volunteer work, after-school jobs, friendships, and--if their parents are lucky--quality time with their families, it is hardly surprising that even the most dedicated students resent homework as an incursion on their time. Meanwhile, their teachers watch the growing stacks of unread…

Many English teachers feel underprepared to teach students with disabilities. While teachers may want to do whatever they can to make all their students successful, some may feel that they don't have as much time as they would like to prepare high-quality differentiated instruction, to fully accommodate every student, or even to know what…

Presents a series of three lessons based on found poems. Including a discussion on what poetry is; developing a poetic; and sharing poetry with others through peer analysis and small group discussion of each student's found poem. (RAE)

The research on students-as-responders in high school writing classes alters the teachers' responsibility to define for students and themselves just what they mean by response and urges them to look closely at what they have to do to prepare students to become good responders. The responses made by high school students during peer reviewing are…

Describes the WEED program, in which students write every day but not all papers receive a teacher evaluation. Discusses getting started, follow-up, collecting papers and grading, incentives, and the results of the program. (EL)

Presents the small group discussion techniques of eight English teachers from junior high through university levels. (JG)

Suggests that modeling the writing process be carried one step further by the classroom writing teacher to the publishing component, and recounts some of the benefits to be gained by doing so. (NKA)

Shows that, although peer editing groups are effective, they also have their limitations, and advocates instead the use of revision workshops as a practical alternative. Contains a checklist used in a revision workshop. (NKA)