This article, based on a study in a sixth-grade middle school classroom in the rural southern United States, details a writing project that questions the nature of text and how text might positively affect students' perceptions as they become change agents for their communities.

Demonstrates how sixth graders became engaged with the daily journal of an eleventh grader and how this motivated them to write journals themselves. Discusses the varying topics they read and wrote about and how they learned from this experience. (PRA)

Describes how a survivor of the Holocaust helped a sixth grade class understand the experiences of the Holocaust and how the class helped the survivor to reach into his own repressed pain. (PRA)