Argues for the importance of applying theory to practice and reports on a study in which a teacher used process-oriented theories of writing in her classroom and found that they led students to examine their own writing processes more carefully and to become more excited about their writing. (FL)

Discusses the problems, methodology, and positive results of an 8-week course in cultural literacy for 34 ninth grade students at Brooklyn's John Dewey High School. Provides sample materials in 4 appendixes. (NH)