Each written by a classroom teacher and based on the experience of that teacher working with his or her students, the articles in this collection are an extension of the Bay Area Writing Project assumptions. Many contain samples of writing done by students in response to the writing tasks described. After a preamble that discusses what is already known about composition, the first article describes the sequence of developmental stages that young writers pass through in the primary grades. The next three articles offer suggestions for developing fluency in writing. Prewriting activities such as formative writing and mapping are discussed in the next two entries, which are followed by three articles that focus on drafting and offer suggestions for writing from given information, using the freshman handbook, and teaching expository writing. The final two articles focus on responding and revising, with emphasis given to using student response groups and to teachers and students writing together. (HOD)