Describes the effects on the teacher and students of a collaborative teaching/research project in which the basic-writing students researched their own writing with the teacher. Notes that the basic writers became more interested in their own writing and learning. (RS)

Discusses how a high school writing teacher became increasingly aware of her own writing processes and attitudes toward writing. Reflects on what makes writing worthwhile for her, what prompts her to write, and what part revision plays in her writing. Notes that becoming a reflective writer has changed the way she teaches writing. (RS)

Presents a small sampling of the letters and manuscripts received in response to an earlier article by Karen Jost. Notes that, upon considering all the responses, those supporting Jost's position that writing teachers should not be expected to write outnumber those disagreeing by five to one. (RS)

Argues that, like high school teachers, college teachers also teach every day and feel like they are "in the trenches." Notes that, although college teachers and high school teachers operate in different settings, they are both teachers. Suggests that college teachers and high school teachers can and should talk to each other. (RS)

Argues that writing teachers who do write do not represent the majority of high school writing teachers and that their efforts should not be construed as a mandate for the rest of the high school writing teachers. Concludes that most writing teachers do not write because of a lack of time. (RS)

Discusses a form that students fill out which makes their letters of recommendation personal and relevant. Describes how the information on the form can be assembled into a letter of recommendation. (RS)

Presents a letter written by a professional writer (and a former high school and college teacher) to a young female student who has started writing poems. Discusses why and how she writes. Urges the student to continue writing. (RS)

Discusses the most satisfying part of teaching writing--helping students discover what they have to say and showing them how to say it. Notes that the basic skills of writing (audience awareness, organizing thoughts, and revising) are bigger than the rules of grammar and spelling and do not change from grade to grade. (RS)

Discusses aspects of one teacher's responses to students' writing that have survived over the years. Argues that students (1) should write for a teenage audience; (2) deserve written and oral responses from their peers; and (3) benefit from successes shared with their parents. Suggests that responses to writing begin with content, which makes…

Studies the effectiveness of teaching middle school students to give focused and specific responses to their peers during collaborative writing response groups using the organizational technique called "Praise-Question-Polish" (PQP). Finds that the number of specific comments rose significantly while the number of vague comments dropped…

Discusses a "write-back" strategy for use when there is insufficient class time for conferencing with peers or the teacher. Notes that the teacher agrees to respond to students' drafts within 24 hours. Discusses 3 options available to students: (1) write back/respond; (2) edit; and (3) writing back. (RS)

Describes ways in which students can become better editors of their own writing by discovering their own error patterns. (RS)

Discusses using students' graded papers as a "text" to be read and commented upon by other students. Notes that sharing students' papers (and the teacher's comments) (1) reassures the students that they are not the only ones making errors; (2) deepens their understanding of literature; and (3) increases their awareness of writing styles and…

Describes a "Volunteer Reader" project in which volunteers from the community read and respond to student essays. Lists typical questions and answers that address the logistics of the project. Notes that the project has spread to the district level. (RS)

Discusses ways in which a ninth grade advanced placement English teacher adapted her teaching methods to an obviously talented writer. Notes that teacher and talented student have entered a new dimension, not only of ownership but of voice--the writing zone. (RS)