Discusses four stages through which writers pass during prewriting. Offers ways of helping students pass through these stages so that they can begin to organize their writing more effectively. (RL)

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

Fundamental changes are needed in English classes if writing is to be taught. Students must have time to write, and they must have someone reading and responding to their writing. Students need to pay attention to their writing and the writing of others, and this writing should be as important as well-known literary works. (MD)

Subjective engagement and cognitive skills are important for various aspects of writing skills. For the work of writing to be efficient, the student must be able to function in both a rhetorical and productive situation, defined in terms of subject, function, and audience. The processes of writing--defined as planning, translating, and reviewing…

This article reviews recent projects using text structures and the writing process as frameworks to guide the composition dialogue. Learning-disabled students' attitudes toward writing as a required skill rather than a means of expression are confronted in the emphasis on dialogue. Several blank forms for organizing prewriting thoughts are…

Describes projects using computer programs to help teach the writing process to college students. (MM)

Research on learning disabilities in students is reviewed, and classroom techniques for college instruction to support writing among these students are suggested. They include making an extra effort for clear classroom communication, dealing with errors in writing mechanics, helping students achieve coherence, giving hints for planning and…