Articles in this publication address the writing process, teaching writing, and research on the teaching of writing, and take the form of personal experience or opinion, or explore the work of others who have contributed to the field. Articles in the first issue of this volume include: "It's a Frame-Up: Helping Students Devise Beginnings and…

This paper explains Bradley University's (Peoria, Illinois) neophyte Writing across the Curriculum Program, which has been in existence since December of 1997. Noting that the Program started with no outside money and with just a dream of developing undergraduate students' fluencies in their writing, the paper states that the goal was to encourage…

This paper profiles the Academic Writing Center at the University of Copenhagen, Denmark, which, although influenced by writing centers in American universities, is less dependent on tutorials. The university writing center has only three academicians for 13,000 students, and most of their time is spent teaching how-to-do-it workshops and classes…

Designed to create and maintain an effective classroom writing workshop, this book explains how to teach young writers style and genre characteristics, composing skills, conventions, and the many aspects of the writing process itself. The second edition includes more information, models, and examples in the expository genre, as well as elaborating…

Describes how a middle-school teacher used "Charlotte's Web" in Reader's Theatre and in a writing workshop. Describes how the book was used as a writing model for dialog and for examining literary devices. (SR)

Explores the differences in the author's life between when she was a writer who taught and a teacher who writes. Explains that when she was a teaching writer, she wanted to shock, surprise, and astound students immediately with the potential of language. Concludes that as a classroom teacher, her goals are reached more slowly. (PM)

Describes using the pastiche as the basis for a writing workshop with secondary students. Shows how students are afforded opportunities to explore and enter a rich tradition of imaginative invention and literary formulation as they probe, consider, select, and blend the works of various master writers and Mother Goose rhymes. (SR)

Explains how the author teaches her first graders to write and the steps that go into her writing program. Suggests that whatever children can talk about, they can write about, and whatever they can write about, they can read about. Organizes her literacy program according to this. Presents eight oral language activities that are adapted from…

Describes events of the Maine Writing Project Summer Institute. Notes that what happened in this past summer's institute can serve as a model for the ways poetry can be integrated throughout educators' work with students and throughout the lives of educators. (SG)

Suggests that the best writing curriculum for second language students is one that balances content and form, that calls for an attention to writing process and to written product, and that draws on knowledge from both teacher and student. Describes the "focus on form" approach the author uses in her mainstream basic writing class, as well as some…

Article describes how elementary teachers can create a writing workshop environment that encourages students to write. It discusses how to set the tone and conduct effective conferences. It suggests teachers act as facilitators and listeners and establish workshop procedures. It recommends teachers initially ignore errors and respond to content.…

Offers six descriptions from middle school, high school, and college teachers regarding how they handle grading and evaluation in the reading/writing workshop. (SR)

Argues that faculty writing groups are the single most effective way to change faculty attitudes about writing and to build support for writing across the curriculum. Discusses challenges facing colleges or universities that decide to develop a writing program across the disciplines. (RS)

Bakhtin's notion of "carnival," which includes participation of all; free contact; playful, familiar relation to the world; and profanation, was applied to a third-grade writing workshop. The analysis highlighted three themes: student voice and self-expression, teacher's role and responsibility, and workshops as communities for writing…

Reviews 9 books that reflect the ideas of teachers and researchers who have been successful in developing classroom practices based on holistic theory and have moved beyond process to explore new frontiers in writing. (RS)