"Tell Your Story: Teaching Students to Become World-Changing Thinkers and Writers" explores how to help students see themselves as writers and storytellers who are developing the skills and techniques to communicate in ways that resonate with various audiences. When students make that shift and see themselves as active and valued…

Argues the relative merits of using in-process and retrospective journals, during and after the writing process, to empower students to explore and use their own ways of constructing knowledge to make connections as they write. (KEH)

Describes a sequence of writing and evaluation exercises that provides students with an authentic writing task and places it within a social context that is ideal for the process-writing classroom. Notes that this method provides a supportive and gradual introduction to peer evaluation for both teachers and students. (MM)

Discusses microwriting activities, which focus on the problem, the process, and the product of typical communication assignments. Describes how microwriting is used in class, and types of microwriting activities. (SR)

Suggests that students keep writing logs (a record of problems and solutions, techniques, and strategies) as a way to develop conscious control of their writing processes. (RAE)

Reports a study of members of the Magazine Division of the Association for Education in Journalism and Mass Communication. Indicates that writing coaching is widespread in magazine writing courses. Describes a five-step writing process in which students were coached in one such course. (SG)

Proposes that teaching writing as a process will remain the best way to teach writing. Contends that determining the shape of the material is an important element of writing. Discusses the segmented essay, or collage. Concludes that this assignment helps students wrestle with the truth of their experience or their evidence and encourages them to…

Argues that little is known about the teaching of writing beyond what good teachers have always known: that some students learn without teachers; that some students learn if they are given simple assignments, have their papers read with respect, and are taught the few simple things that can be demonstrated simply. (RS)

Argues that process writing done by a group on a common topic (individual writing with group and peer interaction on an area of shared information) is an effective way to develop writing and language skills. (RS)

Presents a three-phase strategy whereby teachers can introduce the writing process to children at almost all grade levels by involving them in writing fractured fairy tales or fairy tales with a twist. Appends a sample fractured fairy tale. (SR)

The Writing Across the Curriculum (WAC) program at Guilford College, North Carolina, has actively sought troubleshooting tips to pass on to new and continuing teachers of "W" (writing intensive) courses. Tips (problem statements and solutions) are based on the analysis of six semesters' worth of students "W" course evaluations…

Kenneth Burke has continued to exert a profound influence on recent theories of composition and rhetoric, specifically on how writing might be taught in the classroom. Two recent composition textbooks, "Process, Form, and Substance: A Rhetoric for Advanced Writers" by Richard Coe and "Writing Is Critical Action" by Tilly…

Writers of all ages and abilities come to the act of writing with three critical needs: (1) they need a commitment of time; (2) they need ownership over their topics; and, most important, (3) they need a response to their personal revelations. Sharing and responding to student writing can take place in writers' circles and writers' conferences. In…

Describes a workshop approach to writing instruction that creates an environment appropriate for the writing process approach to writing. (HOD)

Describes ways in which students can become better editors of their own writing by discovering their own error patterns. (RS)