Shares the experiences of one teacher as she implements process writing in her classroom. (MG)

Discusses the introduction of writing-to-learn assignments in writing-across-the-curriculum (WAC) workshops for technology faculty at a two-year college. Argues that WRIT (Writing and Reading in the Technologies) seminars on the journal, the microtheme, lab report narratives, and holistic evaluation offer new approaches to discourse-centered…

Discusses how workshops for young authors help to cement the reading-writing connection for students and build their motivation and enthusiasm. Provides a step-by-step outline for educators who are interested in planning and implementing a young author's conference. (MG)

Describes a fifth-grade teacher's year-long unit of study on memoir. Addresses getting started, mini-lessons, drafting, and embellishment and voice. Notes that even reluctant writers became involved in writing memoirs and that the teacher followed her own advice and began writing a memoir about her grandmother. Appends a rubric for evaluating…

Describes how writing workshops, and in particular how peer response to writing, were incorporated into a graduate level reading/language-arts-methods course with a research paper requirement. Discusses how writing-workshop sessions and peer response to writing were implemented in the course. Notes student response, and discusses positive results.…

Examined process approaches to writing in fifth-grade classrooms led by teachers using procedural or workshop approaches. Found all teachers engaged students in the recursive steps of process writing, but there was significant variability in other aspects. Epistemological beliefs about teaching and learning were highly predictive of the type of…

Compares the self-perception (specifically in terms of writing) of fourth- and fifth-grade students whose teachers used a writing workshop approach with that of students whose teachers used a traditional approach. Suggests that individual teachers are more important than strategies or approaches in affecting the writer self-perception of…

This article describes a writing-across-the-curriculum project that was born of one university's commitment to writing and ubiquitous computing. Faculty members across the disciplines, seeing an opportunity to re-introduce WAC on its campus through a curriculum development initiative funded out of an internal teaching, learning, and technology…

A small, but perhaps not so unusual, miracle is happening in one of the poorest elementary schools in Charleston County, South Carolina. Two kindergarten teachers at Mary Ford Elementary School, with the help of the school's art teacher and a kindergarten specialist, have effectively combined a focus on art with daily read-alouds and the use of…

Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC…

This study examined the perceptions of preservice teachers as they reflected upon teaching the writing process to second grade students over the course of one semester. Implications for teacher educators were identified based on the findings: Preservice teachers benefited from teaching writing on a consistent basis; preservice teachers learned and…

This handbook is one of a set of six which provide a systematic means to help students in grades 4 through 8 learn the process of writing while building specific writing skills. The handbook focuses on editorial skills, and offers 25 reproducible lessons, in a variety of formats, which focus on a specific writing improvement skill, such as writing…

A study investigated what was possible in terms of student learning when a conceptual change model of teaching science and a writers' workshop model of teaching writing were used consistently across time. Similarities and contrasts in the curriculum, learning communities, and teachers' roles when the two instructional models were used (by two…

While recent arguments often propose that students should be engaged as writers in service to the larger community, the question remains how to engage students as intellectuals, writers, and creators of knowledge in an intellectual setting that mostly asks them to be passive learners. In Project Renaissance, leaving behind the familiar boundaries…

The inability of students to become involved with writing assignments in two high-school sophomore honors classes was addressed at a writer's workshop by the implementation of collaborative learning, peer evaluation, conferencing, and broadened literature selection. Students responded to pre-workshop and post-workshop surveys to assess individual…