In an age in which the image is preferred to the word, can you still help young people learn to write, going beyond the mere fleeting superficiality of the "talk"? Extensive research has been carrying out on young people’s needs, their mind changes, computer related stress, fragility towards life’s difficulties, their diving in a myriad of information, and about the need, especially from a cognitive perspective, to modify the teaching. Herein lies the challenge of a new teaching of writing: to combine the old and the new, without nostalgia for the former or exaltation for the latter, knowing how to intervene to seize the positive potential that emerges from the virtual, maintaining self-control, the time and space of paper writing. Writing, in fact, is also reading, re-reading and re-writing, and listening to oneself on reflection, in the pause, humbly going back one or more times, and re-write, that is to re-think.

Several films of high artistic quality have dealt with the practice of writing. Therefore, studying the diverse meanings writing takes on in a variety of movies, in relation to the different representations various film authors gave of it, may lead to very interesting reflections. In some cases writing becomes central to the very texture of films, as in the works by the French director François Truffaut. The meaning of writing is enhanced through the very strength of the language of cinema, which helps get a deeper insight into the sense of this human practice.

The article shows the effectiveness of autobiographical method in health and social care, particularly in educational programs aimed at people with chronic illnesses.It describes two projects in which the autobiographical narrative was proposed in self-help groups, particularly patients with diabetes, who in laboratories have experienced comparison, exchange and listening in absolute freedom and reciprocity, supervised by a tutor, i.e. a specialist in autobiographical methodologies. From both experiences qualitative rather than scientific quantitative markers were obtained, which help realize, by both patients and operators, a recovery of the sense and awareness in the process of adaptation to chronic illness, through the re-visitation of their past experiences in a collective dimension, where there is strong recognition, transformation and knowledge. The writing of oneself was also a valuable tool to health professionals. It can provide knowledge not conveyed through conventional channels and positively affects the relationship with the patient in the process of building a "good history of disease".

This article is aiming at focusing on the educational scope of writing as a means of communication – usually neglected – between parents and children. Firstly it highlights the factors that are crucial to educational success, i.e. emotional detachment and reflective relevance. Then it focuses on writing the truth about themselves useful not only to the parent but also capable of generating the same desire in his/her son or daughter to write the truth about themselves.

The teacher of Italian in first degree secondary school, has the delicate task of promoting the person through the teaching/learning of cultural basic elements through cultural and social stimuli able to ensure that students develop a sense of their experience. The disciplinary pathway then takes greater educational value when the teacher sets out together with his/her students on a miraculous journey in those "places" able to trigger virtuous circles between all the elements that contribute to the cultural and human growth: the place of the word, the place of reading, the place of thought, the place of writing. During the stopover in these places, the teacher encourages the learning of the Italian language as an essential tool for communicating with others and for self-discovery.

The practice of teaching is intensely personal and corporeal. Research on teaching, paying particular attention to teachers’ narratives, has revealed the importance of the presence of the teacher in his/her body, personality and authenticity. The teacher in the classroom carries him/herself, his/her feelings and desires, memories of the past and future foreshadowings. The presence of the teacher is strongly conveyed by a relational component, what actually passes between teacher and students is never just an abstract concept, but a human interaction.

The development of the information society and knowledge has meant a new way of understanding the technologies of information and communication. Accordingly, a new concept has appeared in the universe of individuals, i.e. the concept of media literacy. This article focuses on new terminologies that the technological revolution has led and that society is learning, and the implications that this new vocabulary entails.

Writing is the charming imperfection of those who do not really live. Those who actually live, do not have time to write. There is who marries the cause of Being and let him/herself be shaken by the terrible wonders of the Sublime, who does not have books in the drawers or unpublished poems that will come in anthologies. On the other hand, the writer writes "from far away" in a state of "perfect isolation", living the distances of temporality and spatiality. But much as the work of a writer leads man to deny the doing in spite of the warping with ink, writing is the only way to accomplish the miracle of being again.