TR 2. Unintentional Helping in the Primary Grades:
Writing in the Children's World, by Anne Haas Dyson.
Dyson explores children's classroom social lives, as
revealed during journal time in a first/second grade
class. Her analysis of peer social interactions shows such
interactions to be key in contributing to and nurturing
the skills and values associated with literacy. May, 1987;
29 pages; $4.00.
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TR 9. Individual Differences in Beginning Composing: An
Orchestral Vision of Learning to Write, by Anne Haas
Dyson. Looking in depth at three first graders during
classroom journal time, Dyson explores the
interconnections of the children's speaking, writing, and
drawing as indications of their developing acquisition of
written language. Her analysis reveals the complexity of
the writing acquisition process, as the three symbol
systems interact in different ways for the different
students. August, 1987; 28 pages; $4.00.
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OP 3. Drawing, Talking and Writing: Rethinking Writing
Development, by Anne Haas Dyson. Based on Dyson's studies
of primary grade children engaged in journal writing, this
paper discusses how children move among and negotiate
multiple worlds: the text world they create on paper; the
social world that they share with their peers; and the
wider experienced world of people, places, events and
things. Children's texts thus become increasingly embedded
in their lives. February, 1988; 26 pages; $4.00.
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OP 13. Must Teachers Also Be Writers? by Vivian Gussin
Paley. In this paper, Paley provides examples of her
classroom experiences with kindergartners, showing how
keeping a daily journal helps her to understand her
students, their learning, and her own teaching. Says
Paley: "Only as we write down our thoughts and
observations may we question and argue with ourselves
about the things we do and say." September, 1989; 17
pages; $3.50.
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