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)

To teach spelling, there is no need for a spelling book; instead use a word list and a dictionary and have students do a lot of writing. (DD)

Explicates two opposing conceptions of knowledge. Explores the views of knowledge embedded in three major models of writing and their associated implications for classroom instruction in relation to the two major epistemological positions. Discusses the significance of knowing about knowledge and knowing, particularly with regard to the teaching…

A case of Jill, an elementary school teacher who takes a reflection practitioner stance on her teaching is described. Three different social practices used by Jill to help her struggling third-grade students learn to write and some of the lasting impressions based on the whole experience are highlighted.

The different ways of creating space for teaching writing and for test preparation as well the tension a teacher undergoes of implementing a writing workshop approach within a school context focused on high-test scores are described. The findings suggest maintaining teacher autonomy and surviving the high demands imposed upon teachers.

How can teachers help their students write effectively and purposefully in a variety of genres despite the challenges of increased testing and curriculum mandates? Working within the writing workshop framework, a group of elementary school teachers participated in The Zine Project, a personalized approach to writing, in which they created their…

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

Writing readiness is based on linguistic readiness, conceptual readiness, and a knowledge of the composition process. (DD)

Reviews materials in the ERIC system that level criticisms at creative writing in the schools and that present suggestions for activities that promote good writing that is also creative. (HTH)

Documents the progressive spelling strategies and improvement of one third-grade student over the course of eight drafts. (HTH)

Describes a "focused holistic" method of writing evaluation, which considers a total piece of writing, but in terms of predefined criteria. Provides sample evaluations. (HTH)