ERIC Number: ED461885
Record Type: RIE
Publication Date: 1997
The Quarterly of the National Writing Project, 1997.
Loofbourrow, Peggy Trump, Ed.; Peterson, Art, Ed.
Quarterly of the National Writing Project, v19 n1-4 1997
Articles in this publication address the writing process, teaching writing, and research on the teaching of writing, and take the form of personal experience or opinion, or explore the work of others who have contributed to the field. Articles in the first issue of this volume include: "What the Children Convey: On Matters of Time, Talk, and Ebonics" (Anne Haas Dyson); "Ebonics and All That Jazz: Cutting Through the Politics of Linguistics, Education, and Race" (Michele Foster); "What's in a Name? That by Which We Call the Linguistic Consequences of the African Slave Trade" (John Baugh); "Ebonics, or Language as a Class and Status Marker" (Maurice Englander); "Ebonics Ain't the Answer" (Patricia Smith); and "Worth a Thousand Words" (Stephen Marcus). Articles in the second issue include: "Sounding Board: The Writing Teacher as Confidant" (Coleen Armstrong); "Are You All Right Dear? The Writing Teacher as Mother Hen" (Bonnie Faiman); "The 'Righting' Club: Travails and Triumphs of a Community Writing Workshop" (Michael Larkin); "Against All Odds: Implementing a Middle School Writing Club" (Nancy Renko and Mary Weaver); and "Children as Writers in Literature with Annotated Bibliography" (Christina Faccioli). Articles in the third issue include: "The Seven-Year Itch: Politics and Literacy" (Lucia Villarreal); "We Are No Stephen Kings: The Reluctant Road from Coal Miner to Classroom" (Aida Mainella Everhart); "'Otherness' and Other Imponderables: Teaching Hmong Students Academic Writing" (Mark Balhorn and Laurie Meyer); "You Know More Than You Think You Do: A New Look at 'Write What You Know'" (Mark Farrington); "Getting Real: Authenticity in Writing Prompts" (Patricia A. Slagle); and "Surfing the 'Net: A Writing Workshop for Middle School" (Jean Boreen). Articles in the fourth issue include: "The Writing Process Goes to San Quentin" (Jane Juska); "Book Excerpt: Until We Are Strong Together" (Caroline E. Heller); "Should Shay Be Squelched? Striking a Balance between Discipline and Creativity" (Stacy Larson); "Sound and Sense: Grammar, Poetry and Creative Language" (Ray Skjelbred); "Literature as Language: Using Kids' Books To Teach about Words" (Christine Facciolli); "Annotated Bibliography for Kids and Teachers Who Love Words" (Christine Facciolli); and "Pruning Too Early: The Thorny Issue of Grading Student Writing" (Stephanie Wilder). (RS)
Descriptors: Black Dialects, Elementary Secondary Education, Literacy, Politics of Education, Process Approach (Writing), Program Descriptions, Writing (Composition), Writing Evaluation, Writing Instruction, Writing Skills, Writing Workshops
National Writing Project, 2105 Bancroft #1042, Berkeley, CA 94720-1042 (Annual subscription, $15). Tel: 510-642-0963; Fax: 510-642-4545; e-mail: email@example.com.
Publication Type: Collected Works - Serials
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Writing Project, Berkeley, CA.
Note: Published quarterly.