Discusses six ways in which writing workshop and specific practices like author's chair can actually make learning to write more difficult if they are implemented in inappropriate ways. Presents a case study. Advocates focusing more on what the child is trying to do and less on what the teacher is trying to teach. (SR)

Examines a collaborative inquiry study group that provides a context for increased engagement and risk-taking by a struggling, young writer. Captures the process of one child's literacy activities during six weeks of inquiry study that transformed his attitude toward reading and writing as well as his confidence in his own capabilities. (SG)

Presents four case studies to examine how first and second graders worked together using source texts to write their own informational books. Concludes that all four pairs of students were successful in many ways. Notes how the students saw themselves as experts, and were able to see firsthand how important reading and writing were in their…

Compares the learning and writing experiences of a child during his kindergarten year (with frequent immersion in reading and writing activities in their writing workshop) to his first-grade year (with worksheets and decontextualized exercises). Critically examines such "serious" literacy learning that lacks a real audience and a real…