Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Discusses the need for a model for technical documents that expresses the relationship between the various technical genres and their rhetorical contexts. Advocates the use of James Britton's model, with its criteria for classifying documents as well as its rationale for a scope and sequence for teaching technical writing. (SR)

Shows how a school writing program based on the National Writing Project model can be presented in the framework of a simple accountability system devised by Leon Lessinger. (FL)

Notes that the college writing style model is based on a wide range of research conducted in the United States and abroad. Notes the writing style model is comprehensive because it explains strategies writers use in relation to writers' beliefs, writing environments, and written products. Concludes with recommendations for instruction that…

Considers how over 10 years of teaching first-year composition, more than two-thirds of the authors' students have elected to write about things that have caused them sorrow, about the deaths of loved ones, about the deaths of neighbors, even of hope itself. Composes a set of "meditations" - brief essays in which the authors try to understand…

In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and…

The National Writing Project (NWP) at Work monograph series describes NWP work, often shared informally or in workshops through the NWP network, and offers detailed chronological accounts for sites interested in adopting and adapting the models. This monograph--"The Johnston Area Writing Partnership (JAWP)"--describes a North Carolina…

Reviews the ERIC documents that examine teachers experiencing the writing process and that describe the format of workshop and inservice programs that seek to involve teachers in writing. (JL)

Examines three contemporary taxonomies of revision as proposed by Wallace Hildick, Lester Faigley and Stephen Witte, and Sondra Perl. Uses literary and cultural theory to bridge the gap between these theories and students' revision practices. Argues that while revision may be prescriptive, it must also be subordinate to the writer's intentions and…

Argues that listening is an integral part of composing by discussing the results of several listening/writing exercises (retellings of short stories or parts of novels). Notes that basic writers learned to hear the reader-voice in texts, thereby developing their internal writer's voice and better control of their writing. (RS)

Details writing problems technical students encounter when they fail to distinguish between model and example and between different kinds of models. Analyzes these problems with reference to inappropriate material in texts. Defines several writing models, and shows how understanding these models gives writers rhetorical flexibility while producing…

Explores some special qualities of children's writing--directness, adventurousness, and innocence. Asserts that writing instructors must be aware of the transitional nature of children's writing while teaching them the mechanics of writing. (MM)

This paper examines the complexities of written language in terms of both its mechanical and creative skills. It discusses four approaches to providing assistance to writers with learning disabilities, including rule and skill instruction, substantive facilitation, procedural facilitation, and self-instructional strategy training; and recommends a…

Describes a successful internship program at the University of Washington in which graduate students of English have the opportunity to observe a community college teacher in the classroom. Explains the internship model and its benefits. (KEH)

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)