Presents a study of the process and the product in the early writing attempts of two children. Examines some of the strategies they use during the intermediate or invented spelling stage. (HTH)

Describes one third grader's development as a writer as she participated in classroom writing workshops (peer and teacher feedback) and, in particular, her development as a reviser of her writing. (HTH)

Disproves two assumptions about the development of written language by examining the spontaneous writing of a young child. Expounded primarily by James Britton and associates, the assumptions are (1) children's early writing is relatively undifferentiated in function, and (2) the primary starting point for young writers is writing stories. (HTH)

Contrasts, through portraits of five young writers, the writing strategies of children used at home and in a kindergarten writing center that stressed a formal language arts program. Argues that the teacher's approach to writing instruction and the child's writing strategies must be compatible to ensure independent writers. (HTH)