Shares some of the things learned during interviews and observations of three English teachers focusing on the role of planning in the teaching process. (MG)

This article explains the Integrated Strategies Instruction Model by analyzing the problems of ineffective writers and presenting instructional techniques for framing, applying, and extending students' understanding of the executive strategy. A vignette from an eighth-grade history classroom illustrates the guidelines. Research regarding the…

Describes an ongoing research study investigating the value of using the concept keyboard as a device to assist children in creating functional texts. Suggests that the use of the conceptual keyboard as an alternative input device for word processor use has the potential to help children better structure their writing. (AA)

Warns against a complete reliance on the "writing process approach" in writing instruction, stressing that not all writers rely on rewriting and revision and that emphasis on group response does not necessarily lead to effective writing. Argues that the process approach discourages modeling and the use of well-known rhetorical patterns. (DMM)

This article proposes that teachers of students with learning disabilities combine instruction in writing strategies with training in strategy attribution, whereby students learn to attribute their success or failure to use or nonuse of a particular writing strategy. Specific strategies are offered for writing subprocesses and steps in linking…

Examines naturally occurring one-to-one writing conference conversations between a ninth grade English teacher and three students. Considers composing processes that appear to be privileged in the conference context when different students are learning to write. Suggests a broadened model of effective writing conference instruction. (MG)

Discusses a study of the effects of first year composition students' use of a microcomputer as a word processor on the quality of their writing. Compares students who used the word processor with those who hand wrote their compositions, revealing greater improvement among the word processing group, regardless of initial skill levels. (PAA)

Discusses experiences with preservice teachers and models for writing instruction. Describes a tutorial component which shows that preservice teachers can change their teaching practices but at a rate and in a sequence determined by their beliefs about, attitudes toward, and experiences as writers and writing teachers. (MG)

Examines ways primary-aged children in the United Kingdom and Finland socially construct writing while using computers. Finds children's talk to be highly task-related and to concern mostly composing, not ways in which to use the computer. Suggests that ways in which children interact and write while using computers are embedded in wider…

A study involving 170 British Columbia students with autism found that the majority received technology for educational participation while a smaller number received voice output communication aids; some students received both types of technology. The primary goals for the technology use were related to writing, expressive communication, and…

This article presents six principles designed to prevent writing difficulties as well as to build writing skills: providing effective writing instruction, tailoring instruction to meet the individual needs, intervening early, expecting that each child will learn to write, identifying and addressing roadblocks to writing, and employing…

Reports the findings of a small-scale study assessing whether students revise essays more effectively when given written diagnoses that identify textual flaws and prescriptive comments, compared with a group of control students who received only directions stating that flaws were present. Concludes that while both groups' revising skills improved…

Four Japanese university professors were interviewed on their strategies for writing a research paper in English as a Foreign Language (EFL). Results indicate that these writers use strategies similar to those used by skilled native English writers and proficient writers of English as a Second Language. (35 references) (Author/CK)

Discusses the benefits of collaborative writing in a writing workshop and the value of a social cognitive approach to learning for middle school students. Examines a taped collaborative writing workshop to demonstrate themes of using exploratory talk to stimulate thinking, promoting conceptual understanding, internalizing language to gain…

Explains how teachers at Ramirez Elementary School in Lubbock (Texas) use thematic teaching to make connections across subject areas and to provide students with rich literacy instruction. Describes how these teachers implement social studies content to enhance their students' reading, writing, and thinking skills. Illustrates the power of…