Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)

Invites a different look at metaphorical abstraction in hopes of raising realizations about language processes, writing processes, and the mental activities involved in both. (RL)

Summarizes recent research and theory on or related to the composing process to arrive at a general model or structure for the teaching of writing in secondary schools. (DD)

Discusses the composing processes of speakers of English as a Second Language (ESL), and suggests teaching strategies to be used with ESL writers. (MM)

Reports on writing research about revision. Notes the implications of this writing research for classroom applications. (RL)

Reviews writing research and practice to formulate directions for developing student writing processes. (RL)

A review of the writings of a former "English Journal" editor shows a maturing growth in his conception of the composing process and reveals him to be the percursor of many present composition practices. (Author)

Presents comments by authors of children's and adolescent literature about qualities of good writers, which include being a good reader, caring about language, being well educated, being an alert observer, being a good story teller, and being a compulsive writer. (EL)

A survey of writing research indicates positive directions for teaching composition: reflecting developmental patterns in curriculum guides; emphasizing prewriting and revising strategies; giving priority to problem solving and creative thinking skills, attending to rhetorical issues like purpose and audience, and conducting research in the…

Discusses shifts in language/composition research over the past 20 years as they relate to an emerging consensus about English teaching. (SRT)