This article centers the stories of two eighth grade students in the context of a social action literacy project. Their teacher designed curriculum that scaffolded opportunities for them to address English language arts standards while speaking out for social change. The students' responses to the project reveal their civic literacy practices, as…

An examination of the writing of an elementary school student shows how students' revisions in their papers and complete rewrites of them are indications of their writing development. (DD)

The real basics are not grammar and the surface features of language, but syntactic fluency, accomodation to a writing situation, and responsibility for what one has written. (DD)

Five arguments supporting creative writing programs in the language arts curriculum are presented.

Discusses ten ERIC documents which offer suggestions for integrating writing activities with oral language, ongoing classroom experiences, and literature. (DD)

Demonstrates how fourth grade students can help one another to improve the rough drafts of their compositions. (DD)

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Suggests 22 uses for the newspaper in the language arts classroom. (DD)

Patterns of misspelling common to children's writing are examined to help teachers recognize the strategies used by developing spellers so that they can provide more focused and individualized spelling instruction. (HTH)

Alvina Treut Burrows, Kellogg W. Hunt, Richard Lloyd-Jones, and Charles Read comment on significant developments in writing during the 1970s, hopes for the 1980s, and important references dealing with teaching children to write. (DD)

Describes how a comparison chart may be used by children in grades three through six to record and organize information from several sources for student reports. (DD)

Children will write well only when they speak in their own voices about their own concerns. (DD)