Recounts the details of a 2-week summer writing institute for students from grades 3 to 12 that incorporates peer response and revising into civic and creative writing. (MG)

Ongoing computerized procedural facilitation with strategies and writing-related metacognitions for improving writing during and after computerized assistance--the Writing Partner (WP)--was studied, using 60 Israeli high school students. Compared to two non-WP groups, the WP group wrote better essays, internalized explicitly provided guidance, and…

Describes the positive experiences of a tenth grade writing teacher using peer evaluation to encourage revision of papers. (PRA)

Describes how one writing center with many English-as-a-Second-Language (ESL) students has integrated the "cultural informant" role of tutors with their role of teaching self-editing strategies. Reviews the process of introducing ESL students to use of a learner's dictionary, minimal marking, and error logs. Offers examples of using these…

The benefits of a self-regulated strategy development approach for teaching elementary school students with learning disabilities how to write opinion essays are discussed, and the steps of the POW plus TREE strategy of instruction are outlined: develop background knowledge, discuss, model, memorize, support it, and perform independently.…

This article describes a cognitive process model of writing as it pertains to adolescents with developmental disabilities. It then synthesizes what is known about the writing process, writing instruction, and technologies that may support the writing development in adolescents with developmental disabilities. Student writing samples and case…

Lucie, a Grade Two classroom teacher, and Kate, a university professor, engaged in an action research study that linked a trait-based writing instruction approach with a genre-focused instruction approach. To capture the experience, fieldnote observations, interviews and samples of students' work were collected. Lucie recognized the need to…

This book provides insight into the interrelationship among students' writing, their thinking about their writing processes, and the language of instruction. It offers information on both common and diverse patterns of understanding among children experiencing the same instructional program and explores the influence of instructional language on…

Designed for teachers, this collection of essays describes successful, practical, classroom-tested ideas for use with students of all ages. The collection presents contributions from 18 teaching creative writers who describe their single best writing assignment that never fails to inspire their students to tell stories, write autobiographical…

A practicum was designed to improve the internal and external editing skills of high school students so that their papers would reflect thought and care. The target population was 67 regular level tenth grade English students in a predominantly middle class high school in southeastern Florida. A combination of strategies were used to improve…

The influence of goal setting and progress feedback on self-efficacy and writing achievement was investigated for 60 fifth-grade children (33 girls and 27 boys) from three classes in two elementary schools. The sample included 37 White, 20 Black, two Hispanic American, and one Asian American students. The students received writing strategy…

Reading and writing are commonly seen as parallel processes of composing meaning, employing similar cognitive and linguistic strategies. Research has begun to examine ways in which knowledge of content and strategies contribute to the construction of meaning in reading and writing. The metaphor of mining can provide a useful and descriptive means…

A year-long study determined the long-term effects of a comprehensive learning approach to elementary reading and writing instruction on students' achievement, attitudes, and metacognitive awareness. Subjects, 529 students in 29 second- through sixth-grade classes in a suburban Maryland school district, participated in the Cooperative Integrated…

This casebook is part of a set of materials written by the members of the Making Thinking Visible Project. It offers high school, college, and community college teachers' multiple perspectives on the teaching and learning of collaborative planning, and on classroom inquiry and practice. The casebook explains collaborative planning (a writing…

A study investigated the composing process to examine why different types of instruction have different effects on composing products. The study contrasted three treatments: (1) presenting students with models (the traditional method); (2) the general procedures approach stressing freethinking process; and (3) a method stressing task-specific…