Explores a teacher's relationship to her own writing. Discusses how she came to be a writer, what writing involves, why it is necessary, and how it relates to teaching. Contains many reflections from other writers. (TB)

England's Leslie Stratta shares his views on teaching basic writing and assessing student growth in writing. (AEA)

Outlines a program in journal writing and self-assessment for college students. (AEA)

Considers language growth of secondary school students in terms of their using language to organize real experiences, their awareness of audience, and their ability to manage language for specific purposes and situations. Provides anecdotes of classroom conditions that promoted such student language growth. (RL)

Describes a checklist for writing research papers that assists the student and allows the freshman composition teacher to monitor and guide student progress. Includes a sample checklist. (RL)

Explores writing research on the composing process regarding the relationship of the topic selected to the score obtained, the relationship of the score to the use of both an outline and a rough draft, and the relationship of the amount of revision to the quality of essays obtained. (EL)

Analyzes a Henry James short story and his notes on the process used to create it and then, as an aid for students in creative writing courses, formulates a scheme describing the creative process used for developing a written work. (TO)

Outlines the learning assistance program at a Canadian community college. (RL)

Suggests that writing about their lives allows Aboriginal teen women to define their strengths and explore their problems; it provides them with opportunities to explore their own attitudes to race, class, and gender issues; and it invites them to look at cultural, economic and institutional pressures on them. (RS)

Describes the dubious successes of the "Learning Assistance Program" at a community college in British Columbia. Discusses present and future considerations for solving problems and attending to the educational needs of students in that geographical area. (RL)

Uses students' responses to poetry as a tool for developing writing skills and literature appreciation. Matches literature materials to students' levels of experience. (RL)

Argues that writing apprehension can be dispositional, but that it can also arise in response to elements in the writing situation. Discusses the elements in timed writing competence tests that can trigger writing apprehension and hinder effective writing. (JK)

Demonstrates that a more useful investigation of the relations between process and product might explore how these models meet in theory and in practice, rather than where they separate. Shows how a less polarized view of process and product might enrich the classroom practice. (EL)

The editor of "English Quarterly" interviews Frank O'Hare about his work on sentence combining, his views about writing instruction and writing research, and about his own writing. (RL)

Provides a brief review of sentence combining development and research, and suggests some future directions for the technique. (RL)