A teacher at the Model Secondary School for the Deaf (District of Columbia) recounts how she learned to use the Whole Language approach to writing instruction, to encourage student writing and conduct teacher/student conferences, and to stimulate students' reading interests. (DB)

The creative writing process, like any writing process, begins with a prewriting activity. Story starters are one such activity which teachers can use to begin the creative writing process with their students. For example, large cartoon-like characters made on an opaque projector can be used to initiate discussion. The second step requires a…

A second grade teacher describes how a difficult student with learning disabilities blossomed over the course of the school year. The article examines her whole class approach and presents strategies for including such a student in creative writing activities. (SM)

The 15 essays in this book reveal the complexity of teaching writing, with some contributors calling into question the gap between classroom theory and classroom practice as seen through students' and tutors' perspectives. The book analyzes the cornerstone of theory and proposes a reexamination of some taken-for-granted composition practices.…

Four K-3 teachers (Brevard County School District) described their experiences using whole language programs. They had in common a child-centered attitude; an initial experience of frustration followed by encouragement from the children's excitement and involvement in learning; and an approach that began with the writing process and moved to…