Discusses two ways of organizing writing: "imitative" or "natural" order, which reflects either chronology or spatiality; and "imposed" order, in which topical materials have been restructured in a significant way. Argues that all rhetorical alternatives should be considered when teaching writing. (MM)

Explores the software behind the interface of the programs used in composition classrooms. Places the production of software in a cultural context. Compares hypertext, structured programming, and natural-language writing. Suggests that writing instructors think about ways to customize programs used in their composition classes and to understand…

Notes new Internet writing environments differ significantly from print forms: they allow texts to evolve--to change their purpose and audience over time. Suggests they allow for new forms of collaboration--texts organize themselves without an omniscient editor shaping them. Concludes that, as a profession, composition instructors need to…

Describes the Cognitive Strategy Instruction in Writing (CSIW) program by discussing: (1) knowledge bases that are useful for expository writing and reading; (2) features of instruction inherent in CSIW that help build knowledge for successful writing and reading; and (3) the effect of CSIW on students' expository writing and reading. (MG)

Six instructional design principles are recommended to enable students with learning disabilities to comprehend and compose expository materials. The instructional principles are illustrated using the compare/contrast text structure. Charts provide examples and clarification of the strategies. (SW)