Describes a classroom language experience designed to develop an awareness of authors and their craft as a basis for student writing. (DD)

An experimental approach designed to help fifth grade students to consciously use figurative language in their writing proved quite successful. (DD)

Describes a four-day workshop in written composition as a model for inservice programs. (DD)

Inservice programs should involve language arts teachers in actual reading and writing. (DD)

Suggests ways in which a teacher-student dialogue can help students learn to rewrite their compositions. (DD)

Teachers can avail themselves of opportunities to write children's stories, do professional articles, and contribute to a variety of publications. (JH)

Learning to write in the preschool years does occur for some children in homes which offer models of writing in natural settings. (JH)

Outlines ways that writing encourages learning and discusses when it is most likely to do so. Discusses how teachers can link writing to learning in content area classes. (HTH)

Clarifies 21 misconceptions about the nature of writing, how writing is learned, the act of writing, and who can teach writing. (HTH)

Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Describes a sequence of instructional strategies for teaching writing, based on schema theory, to help young readers with comprehension and structure. The sequence includes "factstorming," categorizing facts, collaborative drafting, sequencing paragraphs, drafting introductions and conclusions, organizing parts, interpreting similar…

Presents suggestions for teachers to help writing students understand when and when not to revise their writing. (HTH)

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)

Suggests an approach to teaching writing that encourages children to write and eliminates error-hunting. (DD)