Discusses how writing is the combination of two voices, "creator" and "critic," and how writers use these voices to create a recognizable yet variable pattern. Presents two story beginnings by Rachel McCaleb Watts that illustrate the repetitions and variations in one writer's work. (ARH)

Offers one teacher's approach to teaching Robert Hayden's poem "The Whipping," along with her students' responses to the poem. (ARH)

Criticizes the application in public schools of the new "cultural literacy," which is restrictive and can lead to intellectual stagnation. Suggests a wider, more active concept of cultural literacy, which involves building new knowledge, accommodating new perspectives, and reading beyond the narrow, traditionally defined notions of our "culture."…

Analyzes the national school reform reports by Boyer, Goodlad, and Sizer, pointing out that implicit in all three reports is the need for engagement, inquiry, connection, and community. Suggests teachers examine their classrooms in light of these recommendations. (ARH)

Suggests that social interactions which call for self-expression in language play an important role in the development of an independent self-identity. Points out that schools rarely allow such opportunities, and thus produce people lacking in self-identity. (ARH)

Describes a high school composition teacher's research comparing researchers' observations on students' composing attitudes and habits against those of her own students. Emphasizes the importance of classroom teachers' involvement in research. (ARH)

Discusses the research carried out by a classroom teacher which investigated students' composing processes when they are asked to observe their own process of writing. Noted three kinds of reactions--anxiety, euphoria, and normal responses. Found that the research project helped motivate students. (ARH)

Describes the effects of an intercultural exchange of electronic mail, a research project carried out by a high school teacher and two student research assistants. Emphasizes the educational value of students' participation on the research team. (ARH)

Reviews the literature concerning teachers as researchers, noting questions about whether teachers are capable of conducting research in their own classrooms, and demanding a definition of "research." (ARH)

Points out that keeping a journal provides teachers with an opportunity to critique assignments, discover student writing trends, compile statistics, and collect examples of humorous misstatements and faux pas. (ARH)

Describes one family's use of a journal to record family history and daily observations. Points out that family journals increase family unity and help teach children the value of writing. (ARH)

Discusses one teacher's use of ungraded reading logs in which students record quotations and their reactions to them. Points out that logs give students writing practice, involve all students in discussions, force students to read closely, and allow students to think about their reading. (ARH)

Offers 10 suggestions for more varied and creative use of learning logs. (ARH)

Describes how one teacher learned to eliminate ethical and pedagogical problems inherent in student journal writing by placing restrictions on assignments. (ARH)

Describes how studying under Ken Macrorie led one high school English teacher to use freewriting as a prewriting activity in her classroom. (ARH)