Language Arts - Volume 80, Issue 6, 2003

The ways in which adults position children through their discourse shape and constrain what children learn about writing and themselves as writers.

Children move from personal to social narratives in writing workshop to create stories as tools for social action, addressing inequities in their school lives.

A worksheet-driven curriculum violates the literacy rights and learning potential of special needs children.

How does a monolingual teacher support linguistic diversity in a classroom of children who speak many different native languages?

A teacher helps children understand that endings don’t just magically pop into their heads as they write the final words of their stories.