According to the authors, teachers often read about inspiring lessons in which historically marginalized students find their voices through assignments and projects that centralize issues of importance to the student. This article describes the authors' revision of a persuasive writing unit to scaffold not only writing skills but also students'…

Describes one high school English teacher's experiment with assigning stories instead of analytical essays. Argues for retelling and storytelling as a valuable resource in the high school curriculum. (RAE)

Describes how a teacher-as-researcher project led the author to create more opportunities for remedial high school students to "talk out" their writing as a prewriting exercise. (MM)

Describes the positive experiences of a tenth grade writing teacher using peer evaluation to encourage revision of papers. (PRA)

Recounts the problems encountered over a period of time in dealing with a particularly difficult and unruly class, and finds that the writing process helped to close the gap between teacher expectations and student apathy. (NKA)

Notes the advantages grade 10 English students found in using a word processor: (1) they spend more time reworking text, (2) they are better able to determine needed change, (3) they find the revision process less arduous, and (4) they seem to find it easier to develop a sense of audience. (MM)

Describes how the curriculum of a tenth-grade world literature class, with an emphasis on literary genres, was transformed to a curriculum concerned with ethical choices and their consequences within an array of individual and social contexts. Shows how this conversation about ethical choices and dilemmas in her students' lives transformed how the…

Suggests that peer group instruction is one of the most significant benefits to have emerged from the process approach to writing instruction. Presents a teacher's classroom research on the peer group response method. (ARH)