Writing is a developmental and flexible process. Using a prescribed process for acts of writing during instruction does not take into account individual differences of writers and generates writing instruction that is narrow, rigid, and inflexible. Preservice teachers receive limited training with theory and pedagogy for writing, which potentially…

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school. However, there are few research studies investigating what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at risk for E/BD is…

The purpose of this literature review is to identify the most effective instructional principles for English language learners (ELLs) as documented by prominent researchers in the field and existing research reviews. This report is intended as a high-level synthesis of existing reviews of the literature rather than a comprehensive search and…

Linda Flowers and John Hayes have formulated a cognitive model of the composing situation, including the recursive composing process. This model has been converted into an instructional model that is appropriate for the design of instruction in writing. The instructional model incorporates three major units: task environment, composing process,…

Examines the representative conceptions of process pedagogy in (1) Maxine Hairston's article, "The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing"; (2) C.H. Knoblauch and Lil Brannon's "Rhetorical Traditions and the Teaching of Writing"; and (3) Ann E. Berthoff's "Forming, Thinking, Writing: The…

This paper explicates and compares theories of composition that use heuristic or problem solving procedures in order to determine what can logically be expected from the application of a particular heuristic during the composing process. The heuristic models examined include E. P. J. Corbett's selection from the classical topics; R. Young, A. L.…

Based on a review of literature, the premise is developed that summary writing is an extremely complex task that is not appreciably enhanced through trial and error methods. Argues that some direct instruction is necessary and offers a writing strategy that integrates five steps from a direct instruction model with six rules for summarizing text.…

Discusses how English instruction has changed in recent decades, and questions whether the changes constitute a real "paradigm shift." Outlines the historical discussion regarding the changes as paradigm shift. Shows how paradigms have often come into sharp opposition through cultural exchanges. Advocates a constructivist paradigm. (HB)

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)

The best way to understand and appreciate the forms and structures of autobiography is through the creation of lifewriting stories--memoirs, portraits, reminiscences, anecdotes, family histories, etc., which provide entry points for exploration in life experiences. Lifewriting texts provide the best point of penetration for the developing reader…

Presents a model of written language that can guide the instruction of hearing-impaired students, and strategies and techniques for improving writing skills, using research and theory from such areas as fluency, syntax, vocabulary, content, conventions, student motivation, guided practice, student interaction, and selective feedback. (CB) (Adjunct…

Investigates the theoretical basis of the writing process and describes the possibilities of word processing as a tool to support it. Writing process models are compared; the advantages of word processing are discussed, highlighting the revision process; and a model for use by elementary and secondary teachers is suggested. (21 references) (LRW)

To bridge the gap between literature and composition, and between tradition and individual talent, teachers of literature and composition should consider how Roman rhetoricians integrated many arts into their instruction on oratory. With the perspectives of Cicero and Quintilian in hand, teachers would be inclined to stress rhetorical…

A synthesis of three different writing theories into one model for the writing process is given in this report and evidence is provided for various parts of the model from studies using different methods of investigation. The model developed contains three phases: (1) processing or whiting as discovery, including propositionalizing, subchunking,…

Surveys the history of composition instruction in America and concludes that imitation exercises may still be valuable to modern students. (JL)