This study tested three models of the structural relationship between the writing achievement of primary grade students and their attitude towards writing (defined here as an affective disposition involving how the act of writing makes the author feel, ranging from happy to unhappy). The three models tested were: (a) writing attitude influences…

Proposes that students writing public letters to their forebears might provide a reminder of how individuals and communities can learn from the experience of their foremothers and forefathers. Includes the author's letter to her grandfather, who was imprisoned in internment camps for Japanese Americans during World War II. (PM)

Considers the transformation processes through which technological innovation has historically been associated with the transformation in writing. Discourses about writing in the 21st century. (PA)

Provides a history of the Teachers and Writers Collaborative in the form of a personal anecdote. Discusses the future of the Collaborative, and the importance of imagination. (PA)

The email received by a professor explained to him that it is worth it to praise students and encourage their best efforts to get them writing. He has decided that he will continue to praise somebody who looks uninspired.

This study reports the perceptions of students and lecturers on the effectiveness of the foreign language instruction in relation to students' academic needs in an English-medium university in Turkey. The theoretical framework of the study draws upon a discourse community (DC) perspective, which considers writing as a socio-cultural practice and…

This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an…

Notes that the idea that prison is a good place for writers is not easily dismissed. Explains that imprisonment forces a certain focus and a reassessment of one's life and actions. Concludes that a lot of writing from prison happens in spite of the situation, not because of it. (PM)

Explains and anthropomorphizes each letter in the alphabet. Details the reasons why writers write. Notes that all writers live and struggle with this question. (PM)

Offers a narrative in the form of five confessions the author's life. Contends that writing from memory can be pedagogic and political. Concludes that writing what was witnessed is to testify to what is remembered, so that it cannot be forgotten. (PM)

Examines the paradigm "the writer is self-contained," which underlies current writing practices in business and education. Discusses how creating a supportive climate for the writing process relates to the paradigm "every writer needs an editor." Discusses the implications of making such a change in business, industry, and education. (SR)

Lists and discusses briefly six "jumpstarters" for writers, intended to "rev them up and keep them going." (SR)

Explores a textbook writer's feelings on the publisher's remaindering of his book. Follows with the writer's responses to comments and queries sent to him over the past year. (PRA)

Addresses the argument that private writing is not really private. Explores the role of empirical evidence. Offers arguments that acknowledge private writing as different from public or social writing. Discusses methods of researching private writing. (CR)

The authors investigated changes in self-efficacy in writing and writing apprehension in a sample of first-year college students in an interdisciplinary writing-intensive course taught by faculty from varied disciplines at a liberal arts college. Results showed that self-efficacy in writing significantly increased while writing apprehension…