Argues that writing teachers must create an organic curriculum with the language of home and community at its core. Suggests that writing teachers help students examine language features, dialects, and language attitudes in their communities. Notes that such student inquiry influences class discussions and can reshape attitudes toward students'…

Reports on the gender-related difference in out-of-school writing experience of adult students returning to college. Discusses implications for teaching, maintaining that the differing writing backgrounds such students bring are resources to be utilized rather than deficits to be remedied. (SR)

Presents suggestions from 4 teachers on (1) the benefits accrued over 9 years of a visiting authors program at a middle school; (2) using 60-second synopses for better concentration; (3) structured overviews for teaching science concepts and terms; and (4) how musicians see writing differently. (SR)

Structured interviews with 44 Canadian Native and non-Native first and second graders found that most children had positive self-images as writers and enjoyed writing at home and school. Native and non-Native children differed in awareness of the purposes of writing, ability to reflect on writing processes, and mention of extended family as an…

Examines changes in writing apprehension and blocking behavior among first- and second-language writers in first-year composition classes using computers. Finds that computer use alone did not reduce overall apprehension for either group and that it reduced blocking behavior for second-language writers but not for first-language writers. (SR)

Presents findings from 18 reviewed studies with regard to attitude and the quality of writing performance. Discusses pedagogy and the problem of defining basic writers. Suggests research directions that can help move educators toward a new pedagogy. (MG)

Recounts an interview with the Kansas author of children's books, Bill Martin, Jr. Reveals details of his childhood in Hiawatha, Kansas, his family, his early difficulties reading and writing, his writing processes, and his collaboration with other writers. (PRA)

Describes how one sixth-grade language arts class joined a computer network where students could exchange writing about topics they selected for themselves. Shows how students' excitement grew and how their writing skills improved naturally. (SR)

Describes a method the author has used successfully with elementary school classes that enables students to enjoy the process of revision in their prose-writing. Notes that the exercises can be used in any time frame or circumstance. (SR)

Addresses the role of affect in writing by describing the psychological construct of writer self-efficacy. Presents the Writer Self-Perception Scale that teachers may use to assess classroom writing climates and children's perceptions of themselves as writers. Describes the instrument, its administration and scoring, assessment and instructional…

Examines a collaborative inquiry study group that provides a context for increased engagement and risk-taking by a struggling, young writer. Captures the process of one child's literacy activities during six weeks of inquiry study that transformed his attitude toward reading and writing as well as his confidence in his own capabilities. (SG)

Addresses two kinds of writers: (1) writers who seem to want approval more than feedback; and (2) writers who refuse to do all but the bare minimum. Presents several strategies to address these writers and notes that these strategies can help educators critically examine their beliefs about what a Writing Center should accomplish. (SC)

Theorizes about what the notions of personhood and intertextuality contribute to the conception of literacy teaching and learning. Presents an analytical framework for understanding interrelationships among personhood, literacy practices, and intertextuality. Elaborates on the theoretical ideas presented by drawing on data from a study of a female…

Suggests that students can become motivated and engaged to improve their writing through guided interactions that target their affective, social, and cognitive capabilities. Presents fictional case scenarios developed from first- and second-year college students' comments about their writing to help students assess their perspectives on writing,…

Reports on a study in an introductory media writing class in which student journals were used as a formative classroom assessment technique. Examines the relevance in value of student journals in enhancing instructors' understanding of students' attitudes toward writing processes. Examines the role of student journals in providing feedback on the…