This book, the first full-length history of school-based writing instruction, demonstrates that writing instruction in 19th-century American schools was more important than has previously been assumed in the overall history of writing instruction. Drawing on primary materials that have not been considered in previous histories of writing…

Students, either male or female, can be silenced by the adversarial discourse that often characterizes argumentative situations. Alternatives proposed by feminist rhetoricians should apply to any voice silenced in the classroom. Rhetoricians concerned with empowering writers of argument have illustrated three alternatives that enable writers to…

In this video, an educator models efficient peer writing conferences in a third-grade classroom. The video demonstrates peer conferencing at work and its value in the daily writing workshop. An important sharing technique is included in the model. Key concepts are listed and reiterated. The model presented in the video may be used at any grade…

Describes an inquiry-based approach to researching in the intermediate grades. Presents detailed minilessons intended to provide students with strategies for writing effective research reports. Notes that hyperlinks in the article carry readers to examples of these strategies and to student applications. (RS)

Notes that voice recognition technology (VRT) has become accurate and fast enough to be useful in a variety of writing scenarios. Contends that little is known about how this technology might affect writing process or perceptions of silent writing. Explores future use of VRT by examining past research in the technology of dictation. (PM)

Argues that news-writing instruction that relies on explicit rules is inadequate because: (1) rule violations are common; (2) some rules work well only in particular situations; and (3) some rules overgeneralize. Identifies the difficulty of teaching students to develop a "good ear" for writing. Concludes that instruction must balance…

This article describes the application of a proofreading mnemonic learning strategy for proofreading creative writing assignments. The mnemonic--Ninja Turtles Counting Pizza Toppings--reminds students to check their work for name, title, capitalization, punctuation, and transition words. Application of the strategy, possible pitfalls, and…

Offers research-based advice on how to promote effective collaboration in writing projects: (1) delaying consensus; (2) engaging in substantive conflict while avoiding affective and procedural conflict; and (3) operating in a cooperative rather than competitive climate. Notes three strategies for students and professionals to delay consensus:…

Asks college-level seniors in a business communication class which activities they believe help them improve their writing. Discusses the changes in their preferences between the first and last days of class. States that the results were disappointing because students seemed to value grammar exercises and lectures over outside reading and…

Describes the literacy acquisition and development of Spanish-speaking children enrolled in bilingual programs of writing instruction. Focuses on the experiences of one eight-year-old student and presents various strategies used to help the student become a proficient writer in her native language. (HB)

Presents a three-phase strategy whereby teachers can introduce the writing process to children at almost all grade levels by involving them in writing fractured fairy tales or fairy tales with a twist. Appends a sample fractured fairy tale. (SR)

Argues for teaching students to write leads that stress unusual story features and can be used as a peg to hang the rest of the story on. Recommends the use of student writing models, accounts by professional writers about lead writing, and instruction in the rhetorical strategy of contrast/dissonance. (PAA)

Reports on the findings of a study that examined the writing behavior of eight fifth graders as they composed original mathematics story problems. Reveals strategies and techniques employed by students to accomplish this task. Analyzes student story-problem writing behavior. (HB)

Discusses learning-style differences in students and the need for teachers to present opportunities for children to develop their stronger gifts and to strengthen their weaker areas. Alternate ways of teaching writing to children are highlighted, including providing multisensory stimuli, role-playing, and storytelling. (CR)

To minimize the negative impact of handwriting and spelling difficulties of students with learning disabilities, it is proposed that explicit and systematic instruction, as well as incidental or natural learning approaches be used to maximize the development of these two basic writing tools. These approaches are examined. (Author/CR)