Describes how a fourth-grade teacher applied Nancie Atwell's "formula" for teaching writing via writing workshops. Notes that, a year later, the teacher realized that nobody else's approach could work in her classroom, after which she developed her own structure. (SR)

No longer little children, but not yet teenagers, tweens are beginning to see themselves as autonomous while still struggling to understand where they fit in. It can also be an awkward time for teachers who cherish the hilarious and poignant personalities of tween writers, but feel pressured by a new emphasis on testing in the intermediate grades.…

Describes how one teacher worked with a learning-disabled sixth grader, who benefited from the opportunity to write about what he knew and cared about. (SR)

Describes a year-long fourth-grade unit of study on the genre of nonfiction. Notes that students' early writings lacked "voice." Discusses launching the genre study, choosing and researching a topic, drafting and revising, and publishing. Concludes that students reclaimed their writing voices as they tackled a range of diverse,…

Present a writing workshop incorporating drawing into the creative process. Finds that children become more focused when they add art as part of the process in a writing workshop. Notes that throughout the workshop, the author constantly pays attention to her students, asking them questions and posing problems to encourage growth in rigor and…

Describes a fifth-grade teacher's year-long unit of study on memoir. Addresses getting started, mini-lessons, drafting, and embellishment and voice. Notes that even reluctant writers became involved in writing memoirs and that the teacher followed her own advice and began writing a memoir about her grandmother. Appends a rubric for evaluating…

Argues that children are as deep as the ocean, with secret places inside of them waiting to be opened. Notes that it is powerful for students to learn they can make sense of the world through words, and describes inviting them into poetry as they read poetry, create poetry packets, and write and revise poems. (SR)

Describes a two-year teacher research project on how one teacher improved writing workshops for her middle school students. (SR)

Describes a fifth grade teacher's eight-week unit of study on fiction. Notes that fiction had been a part of the teacher's reading workshop but was absent from her writing workshop. Discusses immersion and exploration, characterization, developing plot, and drafting and revision. (RS)

Describes how, through parent-student interactions in written homework assignments, the author (in her predominantly Hispanic American sixth-grade classroom) has successfully engaged parents in the literacy development of their children, brought parent voices into the classroom, and affirmed and appreciated the experiences, culture, and language…

Describes how teachers (of grades 4-12) can use computers to teach writing at a variety of levels, from the one-computer classroom to the most sophisticated, networked environments. Describes approaches for four electronic environments, how they might best be used, and what types of computer facility are needed. (SR)

This report draws on two teacher-researchers' yearlong collaboration in co-planning, co-teaching, and co-researching a writers' workshop in a fifth-grade classroom. Alternatives were sought to a more traditional staff development model in which one professional who is considered to have greater expertise and skill supports and coaches another…

A collaborative student teaching team (involving a student teacher, classroom mentor, and university mentor) negotiated the fit between teacher preparation and middle school classroom life. Transcripts of weekly conferences and individual reflections highlighted the benefits of creating respectful environments, developing collegial relationships,…