In his book, Fulwiler explores the relationship between writing and thinking, learning, knowing, caring, and all of education. He is concerned about the neglect of writing in our schools and sites some reasons: Writing has been substituted for fill in the blanks and multiple choice activities, reading has been separated from writing, and self sponsored learning is discouraged. Expressive writing (personal, inner speech, journal writing) is the most neglected in school. Fulwiler feels it is so critical because composing makes thinking and learning possible. People think by processing and process by talking to themselves and others. People symbolize reality in order to handle it. Writing can crystallize their experiences.

Fulwiler offers many suggestions for using journal writing often and regularly. As a springboard for formal writing, a topic related to the days lesson or perhaps a quote from a reading assignment. Students tend to identify with the topic after this exercise. The pieces are read aloud to stimulate thinking.

Though this is sometimes difficult for students, the response from the class is reinforcing. Fulwiler feels it is important for teachers to keep a journal too and share with the class. It adds credibility to the exorcise and gives teachers an opportunity to evaluate the lesson. Journals can be used as a pre-lecture activity, at the end of class as a summarizing activity, or in the middle of a lesson to redirect thinking. Teachers should look at the journals periodically for several reasons. Students need to know that they have value, it keeps teachers in touch with students thinking processes, and helps in evaluation. Near the end of the term, Fulwiler asks the class to prepare their journals for public reading by deleting personal items, numbering the pages, adding a table of contents for major entries, and making a summery reflecting on entries that made an impact.

In todays multimedia environment, young people simply pay less attention to writing. Many have had poor experiences in their past endeavors and are not motivated to write. Fulwiler offers the following suggestions.1) Journals 2) Peer group revision 3) Ungraded teacher responses 4) Personal conference between teacher and student 5) Invention exercises (brainstorming, mapping etc.) 6) Allow students to have an audience other than just the teacher.

Fulwiler advises mechanics be dwelt with as follows; 1) collaborative editing 2) Identify don't correct 3) distinguish between spelling, grammar and typographical errors 4) suggest that students read papers aloud to themselves 5)errors are best dwelt with in context of the writing rather than drills or lists 6) logic errors should be corrected before mechanics.

Fulwiler notes three modes of teaching, the lecture format, guided instruction, and open, student- directed learning. Of the three Fulwiler prefers the self -directed because it teaches students to be autonomous, critical thinkers. A workshop style of teaching that allows for student directed learning changes the climate of a classroom. Responsibility and power passes to the students. Students think and write freely.When students are given the opportunity to meet in peer groups, a community of learners emerges.

This book contained a wealth of information, more than I had room to summerize. It is organized in a very useable fashion and is an ideal resource for teachers.