Describes a group writing assignment in which high school seniors voice their most common concerns in an open letter to their parents. (KEH)

Describes a summer school remedial writing class' experiences writing children's stories. Discusses the reactions of children at an abused-children's shelter to the stories. Notes that the students increased their self-worth and confidence as a result of writing children's stories. (RS)

Describes how one English teacher stumbled on the idea of having student peer groups write scripts. Outlines a variety of ways that script writing assignments can be made. Advocates having such scripts created by student collaborative groups. (HB)

Asserts that a student-writing portfolio can be a powerful tool for writing instruction. Describes how students compile a portfolio, and the types of writing included. Discusses the use of collaboration in the writing process and methods of assessment. (PRA)

Describes how one English teacher developed an "I-Search Project" for high school classes that integrated literary research with peer support to create a community of writers. Shows how such a project encourages collaboration both inside and outside of the English classroom. Provides student response to the project. (HB)

Details a unit of study in a seventh-grade English class based on collaborative story-writing activities. Describes how the unit, based on a mystery surrounding a fictitious character called "Admiral Brundage," uses drama, argument, and collaboration to improve students' thinking and writing skills. (HB)

Describes how a university professor collaborated with a ninth-grade English teacher in a research project aimed at studying the collaborative writing processes of the students. Analyzes the various collaborative writing processes of the students, including audience awareness, planning, and revising. (HB)

Describes a four week collaborative writing unit designed to develop students' sense of audience by producing a magazine to orient fifth grade students to junior high school. Discusses how students developed the idea, conducted interviews, wrote articles, used computers to produce the magazine, and distributed copies of their magazine. (RS)

Describes a collaborative reading and writing project matching preservice student teachers with eighth-grade students. Provides analysis of participant reactions to the program, including specific comments by both students and teachers about the readings and the subsequent writing assignments. (HB)

Describes several collaborative writing projects using electronic mail (e-mail). Notes that although most of these projects can be tried without computers, two of the barriers in the classroom--time and distance--are removed as a result of electronic communication links. (MM)

Describes a class novel writing assignment and points out its obvious benefits to the students' understanding of the novel genre. (RAE)

Narrates one teacher's move from high school to eighth-grade English. Describes a method for teaching middle school students how to write collaboratively. Provides details of writing assignments, units, and techniques successfully utilized, including publishing a teenage magazine. (HB)

Describes a course unit on fiction writing with an emphasis on motivating students to see value and relevance in writing. (RAE)

Reviews research on the effect of computers on writing. Concludes that students will not automatically revise and write more successfully with a word processor, that students tend to submit papers with fewer mechanical errors using word processors, and that they enjoy writing more and may collaborate more. (RS)

Offers peer-response groups as a method for teaching composition. Discusses published and student models, practicing in class with a teacher's draft, and how to form and run peer-response groups. Lists five observed qualities of successful groups, and describes how the teacher fits into the process. Includes examples from students' papers. (PRA)