Writing Instruction - Elementary
Greetings. The following materials are intended to provide an introduction to writing instruction for elementary level. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Kyong-Jee Kim
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Writing Lesson Plans for Elementary Level Classes
Practical Teaching Ideas on Writing
Writing basics
Journal Writing Every Day: Teachers Say It Really Works!
Writing Resources for Elementary Teachers
Computer Assisted Writing Instruction
Using Picture Books to Teach Narrative and Six Trait Writing
Internet/ESOL Writing Instruction: References
Citations from the ERIC Database
AN: ED445358
AU: Annarella,-Lorie-A.
TI: Using Creative Drama in the Writing and Reading Process.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445358
DE: *Communication-Skills; *Drama-; *Imagination-; *Language-Arts; *Reading-Instruction; *Writing-Instruction
DE: Classroom-Techniques; Elementary-Education
AB: New lines of understanding and self expression are two facets of drama which are useful in teaching reading and writing. Techniques of creative drama offer an engaging way of enforcing writing process concepts. Drama can be a vehicle to get listening, speaking, reading and writing to interact in a creative and holistic way. Curricular objectives in using creative drama include developing creativity, inventiveness, curiosity, questioning skills and self-perception. Guided imagery is one dramatic technique which can be used as a prereading experience, a prewriting or brainstorming experience, as the beginning of the writing process, and to develop listening and speaking skills. Steps in guided imagery inclu
DE: (1) breathing exercises; (2) setting the stage; (3) use of words suggesting the 5 senses; and (4) debriefing. Allowing students to use their imaginations through guided imagery can foster new ideas, which aids the development of communication skills, both oral and written. Contains 11 references. (EF)
AN: ED442299
AU: Suleiman,-Mahmoud-F.
TI: The Process and Product of Writing: Implications for Elementary School Teachers.
PY: 2000
NT: Portions of this paper presented at the California Association for Bilingual Education Conference (San Francisco, CA, March 20-23, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442299
DE: *Bilingual-Education-Programs; *English-Second-Language; *Writing-Composition; *Writing-Instruction
DE: Elementary-Education; Language-Arts; Reading-Instruction; Second-Language-Instruction; Second-Language-Learning; Writing-Processes
AB: This paper provides a summary of well established, conventional thinking on the importance of writing to the language learning process. Writing is a central element of language. Any reading and language arts program must consider the multidimensional nature of writing in instructional practices, assessment procedures, and language development. The understanding of writing fundamentals can be understood through examining the multidimensional nature of the writing process. This paper explores these issues and draws pedagogical implications for reading and language arts teachers while capitalizing on the benefits of writing as an indispensable skill in language arts programs. (Contains 16 references.) (KFT)
AN: ED442105
AU: Lenski,-Susan-Davis; Johns,-Jerry-L.
TI: Improving Writing: Resources, Strategies, Assessments.
PY: 2000
AV: Kendall/Hunt Publishing Co., 4050 Westmark Drive, P.O. Box 1840, Dubuque, Iowa 52004-1840 ($29.95). Tel: 800 228-0810 (Toll Free). Web site: http://www.kendallhunt.com/.
PR: Document Not Available from EDRS.
DE: *Writing-Evaluation; *Writing-Improvement; *Writing-Instruction
DE: Elementary-Education; Revision-Written-Composition; Teaching-Methods; Writing-Strategies
AB: Comprehensive and practical, this book provides resources, strategies, and assessments that seamlessly weave writing into everyday classroom routines. The resources in the book include reproducible student worksheets, transparency masters, teacher and student examples, and technology tips in the form of Web site addresses. Strategies throughout the text will help students achieve that important life skill of written communication beginning at an early age. The book also provides assessments in the form of teacher self-assessment, student self-assessment, and rubrics. Practical evaluative ideas as well as cautions about becoming an audience of one are given and explained. Chapters in the book are: (1) Improving Writing Instruction; (2) Creating a Writing Community; (3) Informal Writing: Building Fluency; (4) Writing Conte
NT: Identifying Thoughts; (5) Writing Structures: Understanding Organizational Patterns; and (6) Writing Style and Mechani
CS: Rewriting. Appendixes contain addresses of professional organizations and agencies; contact information for 63 publishers of student writing; postal and web site addresses of National Basketball Association teams; and a list of 549 writing formats. Contains 133 references. (RS)
AN: EJ598937
AU: Turbill,-Jan
TI: Developing a Spelling Conscience.
PY: 2000 SO: Language-Arts; v77 n3 p209-17 Jan 2000
NT: Theme: Spelling Out Our Concerns about Spelling.
DE: *Literacy-; *Proofreading-; *Reading-Writing-Relationship; *Spelling-; *Spelling-Instruction
DE: Case-Studies; Elementary-Education; Writing-Instruction; Writing-Research
AB: Draws on a series of case studies and instructional projects to illustrate the importance of proofreading and developing a "spelling conscience" and, ultimately, learning to spell conventionally. Argues that proofreading is a special kind of reading that requires readers to "read like a speller," and that proofreading should be an integral part of the literacy curriculum. (SR)
AN: ED435104
AU: Solley,-Bobbie-A., ed.
TI: Writers' Workshop: Reflections of Elementary and Middle School Teachers.
PY: 2000
AV: Allyn and Bacon, 160 Gould St, Needham Heights, MA 02494 ($24.99). Web site: http://www.abacon.com
PR: Document Not Available from EDRS.
DE: *Writing-Instruction; *Writing-Workshops
DE: Beginning-Teachers; Childrens-Literature; Classroom-Techniques; Elementary-Education; Invented-Spelling; Lesson-Plans; Middle-Schools; Student-Writing-Models
AB: Written by teachers for teachers, this book offers the first-hand perspectives of 7 teachers who used the writing workshop approach. It offers teachers in grades 1-8 a wealth of practical advice, based on the personal struggles, accomplishments, and classroom-proven solutions of the authors. Equally valuable to teachers already using writing workshop in their classroom and those just beginning the journey toward effective writing instruction, the book provides critical guidance, support, and encouragement to enrich the teaching experience. Features include helpful, practical skills and advice; comprehensive coverage of invented spelling, writing development, topic selection, and rehearsal; and student samples. After a foreword and a preface, chapters in the book are (1) "Writing: Past, Present, and Future" (Bobbie A. Solley); (2) "Writers' Workshop: Teaching Outside the Comfort Zone" (Barbara Long); (3) "The Struggles of a New Teacher" (Rebecca Harrison); (4) "The Joy of Writing" (Debbie Hurst-Seigfried); (5) "Reflections of a Fifth Grade Teacher of the Writer" (Suze Gilbert); (6) "I Set Out to Prove You Wrong and Discovered the World of Writing" (Tina Robertson); (7) "My Journey: Finding the Road with Seventh Graders" (Pat Reneau); and (8) "Changes" (Virginia Wadleigh). Contains 30 references; 15 appendixes contain checklists, recording forms, sample lesson plans, and a 71-item bibliography of children's literature used at various stages of the writing process. (RS)
AN: EJ594803
AU: Bromley,-Karen; Powell,-Penny
TI: Interest Journals Motivate Student Writers.
PY: 1999 SO: Reading-Teacher; v53 n2 p111-12 Oct 1999
DE: *Student-Interests; *Student-Journals; *Student-Motivation; *Writing-Instruction
DE: Class-Activities; Elementary-Education; Writing-Improvement
AB: Describes a novel type of interactive writing called "interest journals" that motivates students and promotes persuasive writing. Discusses getting started, and the benefits of interest journals. (SR)
AN: EJ589513
AU: Black,-Sharon
TI: Alternate Doorways: Teaching Writing to Children with Varied Gifts.
PY: 1999 SO: Gifted-Child-Today-Magazine; v22 n3 p18-22 May-Jun 1999
DE: *Cognitive-Style; *Gifted-; *Story-Telling; *Teaching-Methods; *Writing-Instruction; *Writing-Strategies
DE: Elementary-Education; Multisensory-Learning; Role-Playing
AB: Discusses learning-style differences in students and the need for teachers to present opportunities for children to develop their stronger gifts and to strengthen their weaker areas. Alternate ways of teaching writing to children are highlighted, including providing multisensory stimuli, role-playing, and storytelling. (CR)
AN: EJ587907
AU: Hudelson,-Sarah
TI: ESL Writing: Principles for Teaching Young Writers.
PY: 1999 SO: ESL-Magazine; v2 n3 p8-10,12 May-Jun 1999
DE: *English-Second-Language; *Writing-Instruction; *Writing-Skills
DE: Elementary-Education; Kindergarten-; Second-Language-Instruction; Second-Language-Learning
AB: Discusses current widely accepted principles of second-language writing for children and adolescents. These principles focus on the following: early writing, taking risks, the craft of writing, variety of purposes, reading to write, choice, native-language writing ability. (Author/VWL)
AN: EJ585527
AU: Fletcher,-Ralph
TI: Teaching the Craft of Writing.
PY: 1999 SO: Primary-Voices-K-6; v7 n4 p41-43 Apr 1999
DE: *Classroom-Environment; *Teacher-Student-Relationship; *Writing-Instruction
DE: Classroom-Communication; Elementary-Education; Instructional-Effectiveness; Reading-Writing-Relationship; Writing-Improvement; Writing-Skills
AB: Reflects on the articles in this themed issue. Discusses three recurring ideas: the need for devoting time to read, time to talk, and time to write; the organic nature of talk about writing craft; and the importance of teachers writing with their students, reading with their students, and making plenty of time to talk together. (SR)
AN: ED432279
AU: Hill,-Margaret-H.; Stephens,-Liz-C.
TI: David's Story: How Technology Helped a Severely Disabled Learner Read and Write.
PY: 1999
NT: In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED432279
DE: *Autism-; *Computer-Assisted-Instruction; *Hypermedia-; *Language-Acquisition; *Reading-Instruction; *Writing-Instruction
DE: Cognitive-Processes; Computer-Games; Computer-Simulation; Educational-Technology; Elementary-Education; Instructional-Effectiveness; Language-Skills; Learning-Theories; Literacy-Education; Schemata-Cognition; Skill-Development; Talking-Books
AB: This case study describes how one autistic learner, an 11-year-old boy, became a co-researcher with university literacy instructors to investigate how hypermedia can help him develop language and literacy skills. Data was collected for one year from video taping, journal notes, interviews with teachers and parents, test scores, and student artifacts of reading and writing samples. Researchers learned that fast-paced behavioral games were a detriment to learning language processes, whereas talking books on CD-ROM, schematic mapping software, and simulations helped the learner to increase reading and writing competencies. The learner's scores doubled every six months in reading and writing. (Contains 17 references.) (Author/AEF)
AN: ED430233
AU: Ray,-Katie-Wood
TI: Wondrous Words: Writers and Writing in the Elementary Classroom.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1999
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 58161-0015: $17.95 members, $22.95 nonmembers).
PR: EDRS Price MF01/PC13 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED430233
DE: *Childrens-Writing; *Text-Structure; *Writing-Instruction; *Writing-Processes
DE: Childrens-Literature; Elementary-Education; Reading-Aloud-to-Others; Reading-Processes; Teaching-Methods; Theory-Practice-Relationship; Writing-Evaluation; Writing-Workshops
AB: Drawing on stories from classrooms, examples of student writing, and illustrations, this book explains in practical terms the theoretical underpinnings of how elementary school students learn to write from their reading. Beginning with the concepts that underlie how writing teachers teach students to write by studying other writers, it goes on to explore ways to help children read like writers. Elementary teachers will immediately be able to adapt these writing ideas to their own writing lessons. Full of practical ideas and personal recollections, the book weaves practice and theory together to provide an important knowledge base for teachers who want to use literature in their teaching of writing. After an introduction, chapters in the book are: (1) Reading Like Writers; (2) The Craft of Writing; (3) Envisioning Text Possibilities; (4) Reading Aloud: Filling the Room with the Sound of Wondrous Words; (5) Studying Writers' Office Work: Powerful Writing begins Long before the Draft; (6) Organized Inquiry: Teaching Students to Read Like Writers; (7) An Invitation to My Library: The Craft of Text Structure; (8) Another Invitation to My Library: Ways with Words; (9) Selecting Books for Craft Study; (10) Growing Taller in Our Teaching; (11) Planning for the Workshop: Writers Learn from Writers; (12) Focus Lessons: Filling the Writing Workshop with Craft Possibilities; (13) Brave, Bold Teaching: The Power of Suggestive Writing Conferences; (14) Assessment That Focuses Our Eyes on Craft; and (15) Never to Teach Alone Again. Contains an approximately 200-item bibliography. (RS)
AN: EJ575100
AU: Poindexter,-Candace-C.; Oliver,-Irene-R.
TI: Navigating the Writing Process: Strategies for Young Children.
PY: 1999 SO: Reading-Teacher; v52 n4 p420-23 Dec-Jan 1998-1999
DE: *Writing-Instruction; *Writing-Processes; *Young-Children
DE: Class-Activities; Elementary-Education; Student-Attitudes; Writing-Strategies
AB: Outlines the writing process. Describes various classroom writing activities that offer simple frameworks, introductions to the process, and activities involved in each stage to help young children (even primary students) effectively use the writing process, and eagerly look forward to writing and publishing. (SR)
AN: ED427341
AU: Glover,-Mary-Kenner
TI: A Garden of Poets: Poetry Writing in the Elementary Classroom.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1999
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096; Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org (Stock No. 18232-3050: $9.95 members, $12.95 nonmembers).
NT: "Foreword by Donald M. Murray."
PR: EDRS Price MF01/PC07 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED427341
DE: *Language-Arts; *Poetry-; *Writing-Instruction
DE: Class-Activities; Creative-Writing; Elementary-Education; Writing-Improvement
AB: Written for elementary school teachers who want to help their students delve into poetry, this book grows out of a comparison between gardening and writing poetry. Students at the alternative school founded by the book's author work and play on a plot of land near the school; inside, they work and play with words and imagery. Many examples of illustrated student poems as well as poetry by well-known writers fill the book. Mini-lessons in the book offer ways to stretch students' knowledge and mastery of more advanced poetry-writing techniques. It also provides lessons on getting ideas for poems, what to do with line breaks, how to encourage showing rather than telling in a poem, and how to say something in a new way. Also helpful are the book's bibliographies suggesting General Children's Poetry Books, Bilingual/Multicultural Poetry Books for Children, Music for Inspiring Poetry Writing, and Poetry for Grown-up Readers. The book's 9 chapters are: (1) Clearing the Land; (2) A Watchful Gardener; (3) A Safe Place To Grow; (4) Not a Day without Mud; (5) Befriending the Geckos; (6) Voices from the Earth; (7) A Swarm of Bees; (8) Under the Palo Verde Tree; and (9) In Honor of the Butterfly. Contains 21 references. (SR)
AN: ED427322
AU: Smith,-Carl-B.
TI: Improving Your Child's Writing Skills.
CS: Family Learning Association, Bloomington, IN.; ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 1999
AV: Family Learning Association, P.O. Box 5247, Bloomington, IN 47407; Tel: 800-759-4723 (Toll Free).
PR: EDRS Price MF01/PC07 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED427322
DE: *Parents-as-Teachers; *Writing-Improvement; *Writing-Instruction; *Writing-Skills
DE: Elementary-Education; Learning-Strategies; Parent-Influence; Parent-Participation; Parent-Role; Teaching-Methods
AB: Intended for parents, this book offers straightforward directions on how to guide children in constructing a composition. It also helps parents review and clarify compositions that their children have already written. The book gives a developmental perspective to children's performance and includes sample compositions from actual classroom writing of children in grades 3-5. Chapters in the book are: (1) What Do Kids Write about in the Early Grades?; (2) Follow a Writing Process; (3) Prewriting: "How Do I Get Started?"; (4) Drafting: "How Do I Write the First Version?"; (5) Revising: "How Can I Improve What I've Written?"; (6) Proofreading: "How Can I Check for Mistakes?"; (7) Writing Descriptions; (8) Writing Letters; (9) Writing about Literature; and (10) Writing Stories. The book contains worksheets to give parent and child a thorough guide to improved writing, starting with early activity in the elementary grades. (CR)
AN: ED431182
AU: Thomason,-Tommy
TI: Writer to Writer: How To Conference Young Authors. The Bill Harp Professional Teachers Library Series.
PY: 1998
AV: Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062; Tel: 800-934-8322 (Toll Free); Web site: http://www.christopher-gordon.com/harp.html ($14.95).
PR: Document Not Available from EDRS.
DE: *Classroom-Techniques; *Writing-Evaluation; *Writing-Instruction; *Writing-Skills
DE: Classroom-Environment; Editing-; Elementary-Education; Junior-High-Schools; Peer-Teaching; Teacher-Behavior; Writing-Processes
AB: Written for the busy teacher, this book examines classroom writing conferences, one of the most talked about and least practiced strategies in the writing process classroom. Each brief chapter introduces a different facet of the writing conference or the philosophy and classroom practice that undergird it, and each chapter ends with a "something to think about" section to help readers implement the ideas presented. Chapters in the book are: (1) Talking Writing in Writing Workshop; (2) Coach or Editor: What's Your Approach To Teaching Writing?; (3) Writing Conferences as Conversations between Writers; (4) Learning To Talk Writing; (5) What Happens When We Conference?; (6) Learning from the Therapists; (7) Creating Confident Writers: The Effective Use of Praise; (8) How To Question without Interrogating: Using Questions To Focus on Writing Issues; (9) Students Helping Students: Teaching Young Writers To Conference Each Other; (10) Building Editing Skills in Conference; (11) Conferencing To Encourage Revision; (12) Teaching Young Writers To Conference Themselves; (13) Finding Time To Conference; and (14) No Palm Trees in Cincinna
TI: Establishing an Environment for Teaching Writing. An appendix, by Lois Davila, shares ideas on maintaining running records to keep conferencing running smoothly. (RS)
AN: ED431190
AU: Dierking,-Connie-Campbell; Anderson-McElveen,-Susan
TI: Teaching Writing Skills with Children's Literature.
PY: 1998
AV: Maupin House Publishing, Inc., P.O. Box 90148, Gainesville, FL 32607-0148; Tel: 800-524-0634; e-mail: jgraddy@maupinhouse.com ($19.95).
PR: Document Not Available from EDRS.
DE: *Childrens-Literature; *Reading-Writing-Relationship; *Writing-Instruction; *Writing-Processes; *Writing-Skills
DE: Class-Activities; Elementary-Education; Language-Arts; Writing-Workshops
AB: Intended for teachers, this workbook uses 20 well-known children's books as models to teach expository and narrative writing skills. The workbook teaches students about brainstorming, focus, organization, elaboration, and writing conventions with readily-available quality children's literature, such as "When I Was Young in the Mountains," "Scrabble Creek," "Owl Moon," "Alexander and the Terrible, Horrible, No Good, Very Bad Day," and "Ira Sleeps Over." Using the techniques of good writers as models, the workbook takes teacher and students step-by-step through each component of the writing workshop mini-lesson--each lesson proceeds through a mini-lesson with specific language, models, examples, and pre-written charts. A primary and intermediate level lesson for each selection in the workbook make it easy to match the mini-lesson with the readiness level of students. Teachers can build skill mastery in their students by using the mini-lessons in the order they are presented in the workbook, or pick and choose to suit their own programs. The workbook has been classroom tested by teachers. (NKA)
AN: ED423525
AU: Carter,-Patricia-A.; Holland,-Sharon-M.; Mladic,-Stacey-L.; Sarbiewski,-Gail-M.; Sebastian,-Daune-M.
TI: Improving Student Writing Skills Using Wordless Picture Books.
PY: 1998
NT: M.A. Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED423525
DE: *Picture-Books; *Writing-Improvement; *Writing-Instruction; *Writing-Skills
DE: Action-Research; Elementary-Education; Writing-Achievement; Writing-Research
AB: An action research project developed a program for improving writing skills. The targeted population consisted of second through fifth grade students in two districts in growing middle to upper class communities, located in suburbs southwest of Chicago. The need for improving writing skills was evidenced by classroom teacher observations, anecdotal records, authentic writing portfolios, and surveys. Research literature supports the assertion that students are unable to effectively communicate for a variety of purposes and audiences through written language. Four probable causes were examined in depth: developmental progression of writing skills; development of oral language skills; required time to teach and evaluate the writing process; and lack of teacher training. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of one major intervention, Wordless Picture Books. Intervention lessons using Wordless Picture Books focused upon the writing skills of sequencing, dialogue, describing words, elaboration, and vocabulary development. Results indicated that the intervention improved the overall growth of writing skills, specific to the areas of sequencing, elaboration, and dialogue. Results also suggest students in the lowest 25% on the pretest made the most gains. (Contains 31 references and 8 figures of data; 10 appendixes include survey instruments, pre- and posttests, lesson plans, a sequencing rubric, a wordless picture book rubric, and visual aids.) (Author/RS)
AN: EJ565832
AU: Power,-Brenda
TI: Teaching Writing. Good News About Handwriting.
PY: 1998 SO: Instructor-; v107 n7 p38-39 Apr 1998
DE: *Handwriting-; *Writing-Instruction
DE: Elementary-Education; Elementary-School-Students; Elementary-School-Teachers; Student-Attitudes; Teacher-Attitudes; Writing-Skills
AB: Many students who struggle with handwriting eventually dislike all writing. Positive teacher attitudes can change students' attitudes and encourage them to improve their penmanship. Two activities can help elementary students enjoy writing while improving their handwriting. One has students practice common strokes in letter formation. The other uses calligraphy to spark interest in letter formation. (SM)
AN: ED420077
AU: Colantone,-Lisa; Cunningham-Wetmore,-Melanie; Dreznes,-Jennifer
TI: Improving Creative Writing.
PY: 1998
NT: M.A. Research Project, Saint Xavier University.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED420077
DE: *Creative-Writing; *Writing-Improvement; *Writing-Instruction; *Writing-Strategies
DE: Action-Research; Elementary-Education; Grade-1; Grade-4; Student-Improvement; Student-Surveys; Writing-Research
AB: A study was based on a perceived need for creative writing improvement. A creative writing program was administered to three separate schools in two districts over an eight-week time period. The first district was in a middle class community with primarily White students. The other district was in a lower middle class community with primarily Black students. The target group was made up of two first grades and one fourth grade. Evidence of the need for improvement was shown through: a student survey, which showed a lack of interest and poor student attitudes; and teacher reports, indicating that teachers could not devote enough time to creative writing. Students were given a pre- and post-survey. Surveys suggested that there was a need for creative writing strategies and growth in length and fluency. A checklist was used to observe writing behaviors during the eight-week time frame. Solution strategies were adopted from research literature, combined with classroom experience. The two major interventions consisted of an emphasis on creative writing and implementation of a series of creative writing strategies. In addition, daily oral language, brainstorming, shared writing experience, and portfolios were utilized. Post-intervention data indicated an increase in creative writing skills. Students have become more fluent writers, with an increased understanding of creative writing. (Contains 15 references. Appendixes contain the surveys, sample creative writing lessons, creative writing rubrics, and the checklist. (SR)
AN: EJ559420
AU: Wilcox,-Bonita-L.
TI: Thinking Journals (Professional Books).
PY: 1998 SO: Reading-Teacher; v51 n4 p350-53 Dec-Jan 1997-1998
DE: *Journal-Writing; *Student-Journals; *Writing-Instruction
DE: Class-Activities; Elementary-Education
AB: Discusses three books that can be helpful to teachers in demonstrating the connections between thinking and writing with journals, thus offering good models for "thinking journals." Notes that these books cover a wide range: beginning journal writers, professional journal writers, and the journal writer in all people. (SR)
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