Argues that the word "creativity" can inhibit students from writing because they feel what they write must be completely new and original. Offers suggestions for helping alleviate writing apprehension such as stream of consciousness writing or free writing. (SRT)

Describes the writing apprehension and difficulty encountered by a teacher participating in a writing institute. Includes a copy of her final essay and some reflections on what the experience and institute taught her. (HTH)

Examines materials in the ERIC database on the characteristics of the reluctant writer, the effect of apprehension on writing performance, and teaching strategies to encourage writing proficiency. (HTH)

Discusses why writers write, and cites caring about the response to writing as the key to development. Urges teachers to be sensitive to the social nature of writing and to the vulnerability of writers, and to demonstrate and encourage writing for fun, enjoyment, and power. (MM)

Describes the positive effects of peer interaction during the writing process. Illustrates by describing integration of this method in a seventh-grade classroom and how it improved the students' writing quality and attitudes. (HTH)

Makes visible how a linguistically diverse group of teachers who were themselves fearful of writing and teaching writing became engaged in writing their own stories. Considers differences and similarities in diverse cultures among the teachers. Notes that as teachers explore the "inscape" of their own cultural and personal stories, memory bridges…

Describes the setbacks and remarkable progress in one student's writing and attitudes as the result of focusing on the writing process in a one-to-one tutorial relationship. (HTH)