Reasons that if one of the best ways to motivate writing is to write with the students, perhaps the best way to teach English is to talk with the students, read to them, write with them, exploring mutual concerns in an effort to express feelings and thoughts. (RB)

Urges writing teachers to get back to these basics: valuing writing and enthusiasm for writing, showing interest in and responsiveness to students as writers, encouraging reading for pleasure, making use of insights into the writing process, and helping students develop self-editing that sharpens ideas while eliminating mechanical errors. (RL)

Presents a new model of the writing process, adding technic to the traditional elements of writer, subject, and audience. Offers 20 questions, based on the dynamics of the new model, to help students write and teachers respond. (RL)

Suggests that children need to experience publication as part of the writing process and that a complete model of the process of writing in its classroom context should be: experience, prewriting, draft writing, rewriting, publication, and response. (JM)

Lists five areas of grammar teaching/learning that can help beginning writers consciously avoid errors. (RL)

Describes the features of a process model of writing and efforts to translate the theory into practice. (JL)

Advocates teachers' use of personal writing for both personal and professional well being. (RL)