Describes an expository writing lesson, taught in the context of a modified writing workshop, that motivates needy students to compose meaningful essays. Explains that this approach promotes self-pacing and independent learning. Concludes that this method helps struggling readers see themselves as writers. (PM)

Proposes that writing to published authors deepens students' understanding of children's literature and gives them a greater awareness of writing techniques. Suggests that when letter writing takes place within the context of a writing workshop, it is an effective strategy for literacy growth. Outlines how to choose authors, find addresses, and…

Notes the importance of online writing groups in an English 101 class. Suggests that for any writing group to be effective, students need to feel safe to express themselves. Describes three main writing assignments which created connected, motivated writing groups: the biography assignment, an essay on identity, and a group essay. (PM)

Describes strategies for using content area literature to develop understanding and involvement in content areas: reading aloud in content areas, allowing time to read literature in content areas, discussing the readings, including literature circles in the content areas, incorporating readers' theater, incorporating content journal writing, and…

Describes the writing and drawing produced by a group of first-grade students during "writing workshop" time throughout the school year. Considers whether genres emerge in ways analogous to other aspects of writing development. Suggests that genre may indeed be emergent. (HB)

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)

Summer programs and workshops for high school students at Simon's Rock College of Bard (Massachusetts) are discussed, with descriptions of the Writing and Thinking Workshop and the Foreign Language Institute and commentary from participating students and faculty. Opportunities for educational enhancement and student life around the campus are also…

Presents guidelines used by a first-grade teacher to teach students to write fictional stories based on things they know and using children's literature as models. Describes the benefits of writing workshops and outlines a method for teaching techniques that professional writers use. (SM)

Describes an approach to teaching written reports and how the author adapted this approach for her students. Discovers ways to use the process approach to writing in interesting ways that take the students beyond the personal narrative. (MG)

Presents a case study of an inservice writing workshop (at Our Lady of Mercy School in Rio de Janeiro, Brazil) designed to give teachers hands-on experience in applying computer writing to their individual subjects. Describes how a computer culture was developed at the school. (RS)

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,…

Argues that literacy workshop classrooms, though they may appear chaotic, are highly organized environments. Reviews six model theories of organizations and their management. Describes a typical day in a seventh-grade literacy workshop. Outlines revisions needed in educators' thinking about their professional practice, and suggests strategies to…

Describes the role of reading/writing workshops for second-language classrooms as a flexible way to organize a class for literary instruction. In this environment, students can choose among integrated social activities involving reading, writing, speaking and listening without feeling pressure to exhibit a polished performance every time. (CK)

Focuses on Nancie Atwell's "In the Middle," a seminal description of a middle school reading/writing workshop. Discusses how changes in the recently-published second edition show a revised conception of the teacher's role, of writing workshop pedagogy. Discusses implications for writing teachers and for the training of teachers of the English…

This article discusses the benefits of an author-in-residence program in assisting students to develop and enhance their reading skills. The author presents several basic guidelines in planning for an author's school visit, which include seeking staff assistance in selecting an author, determining the length of the residency, and making the…