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October 2004 | Volume 62 | Number 2
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Marge Scherer
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Peter Elbow
When connected, writing and reading lead to learning.
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Katie Wood Ray
Kindergartners who create their own books develop a writer's eye.
Tom Romano
To encourage authentic voice, free students to write boldly.
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Cathy Fleischer
Clearing up teachers' uncertainty about their own expertise is a good first step.
Marilyn Burns
Mathematics assignments that require students to write lead to clear thinking and deep learning.
Randy Bomer
The unparalleled power of the pen is to advocate and persuade.
Kathleen Blake Yancey
Digital literacy joins the 3 Rs.
Laurel Schmidt
These warm-ups inspire students who “hate to write.”
Bruce Saddler and Heidi Andrade
By listing criteria and describing levels of quality, teachers can help students critique their own work.
Natalia Perchemlides and Carolyn Coutant
Four practices deemphasize grades and focus on modeling excellent writing.
Larry Lewin
Students learn to respectfully critique the work of professionals.
Amy E. Busch and Arnetha F. Ball
Students share thoughts about urban life—and get published, too.
Debbie Rickards and Shirl Hawes
A teacher of writing must be a model, a coach, an assessor, a planner, and a consultant.
Doug Baldwin
The more students understand how standardized tests are scored, the better they can evaluate their own writing.
Paul Thomas
The author raises red flags about current trends in writing assessment.
Frank Levy and Richard J. Murnane
How do we prepare students for a world in which many jobs are disappearing?
W. James Popham
Amy M. Azzam
Thomas R. Hoerr
Jess Unger and Steve Fleischman
Naomi Thiers
Kevin Fitzgerald
For professional development and study groups.
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