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Revision with unchanged content. Many writers believe it is important for writing instruction to be provided by teachers who are writers themselves. Coursework such as Writing Projects in clude opportunities for teachers to practice being writers. Yet little specific information exists regarding teachers awareness of their development as wri ters and how they use this knowledge to specifically inform their teaching. This study examines the teacher participant commitment to connecting per so nal writing observations with classroom instruction. This study answers questions such as: What do teachers learn about themselves as writers in an edu cation course on the teaching of writing? What plans do the teachers cre ate for their subsequent teaching, based on what they learn about them selves as writers? The book is addressed to professionals in the teaching of writing those who teach it to young students, Kindergarten through college. It is also intended for professors who instruct teaching candidates who will teach writing.

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Ed.D.,Assistant Professor, Lynchburg Collegestudies of elementary education, reading, writing at the University of Virginia. Taught in public education (K-5) for 27 years.

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