Writing is the highest form of thinking, as evidenced by neuroimaging that shows how more neural networks are activated simultaneously during writing than during any other cognitive activity. This book will help teachers understand how the brain learns to write by unveiling 15 stages of thinking that underpin the writing process, along with…

Explores the author's experiences with freewriting. Argues that freewriting has gradually given the author a profoundly different experience of and relationship to writing. Concludes that freewriting is at the root of the author's sense of his progress in writing. (RS)

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)

This guide outlines the writing procedures for English Composition Pupil Performance Objective (PPO) assessments and tests. Procedures for both students and teachers are included for the prewriting, first draft writing, and revising/rewriting sessions. A brief guide to evaluation procedures and intervention strategies is also provided. (MM)

Recounts the author's involvement in a writing center, noting a dichotomy between composition theory and pedagogical practice. Asserts that writing center directors and teachers need to place their work in a theoretical context, building on theories of collaborative learning and theories of writing as a social process. (MM)

Discusses plagiarism and offers guidelines for its prevention. Discusses writing program administrator policies on plagiarism and how to confront confirmed cheaters. Relates actual cases, and describes situations where plagiarism was not intended by the students. (PRA)

Analyzes research on the behavior of writers and applies it to the development of writing curriculum. Includes an outline of an example of goals and objectives for teaching writing based on such an analysis. (MD)

Argues that technical writing teachers must understand desktop publishing. Discusses the strengths that technical writing teachers bring to desktop publishing, and the impact desktop publishing will have on technical writing courses and programs. (ARH)

Considers how the views of Quintilian provide a new lens for examining the writing process and its components as advocated by D. Graves, D. Murray, and others. Notes that the Quintilian Progression contains guidelines to support teachers and students as they endeavor to become more effective writers and critical thinkers. (SG)

Discusses some problems of the process approach to writing instruction. Investigates the impact of productivity on student performance and attitudes; whether forcing productivity is workable in the classroom; and whether productivity shows potential for helping students develop as writers. Notes that practice is an important part of the writing…

Examines two contrasting perspectives of invention: rhetoric as "art," and rhetoric as "knack," derived from talent and experience. Argues that inventive strategies should be viewed within an axiological perspective, and notes that instructors can teach students to combine different types of inventive strategies, avoiding a…

This article presents the process approach as an effective way of teaching braille writing to young children who are blind. The writing process used in the primary grades establishes a foundation for development of future literacy skills, and instills enthusiasm and confidence in children approaching the complex task of braille writing.…

Considers the nature of today's changing society in order to determine how writing centers can continue to be viable parts of academia. Discusses issues such as helping students integrate technology into their writing processes, and present and future demographic changes. (NH)

Discusses the process of writing as a way of learning and "Writing across the Curriculum Programs." Outlines the program developed at Williamson High School in Alabama that successfully trained the English department to serve as consultants to the school in developing such a program. Includes two figures and references. (MD)

Argues for an integrated, developmental curriculum in which teachers teach non-narrative forms as part of children's desire to make meaning. Outlines elements of an integrated K-12 curriculum and discusses non-narrative writing and reading in relation to narrative in the context of the whole curriculum. (MM)