Explores findings from research on the psychology of reading that may confirm and enlarge upon both the importance of planning and the perceptions of plans in writing and reading. (RL)

Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)

Discusses the collected research on free modifiers and "minor sentences," or "formal fragments." Asks English teachers for less concentration on initial placement of modifiers, less rigidity concerning fragments, and more practice with punctuating final free modifiers. (RL)

Reports of research on using different patterns for connecting sentences. Shows the importance of applying insights from text linguistics to writing instruction. (RL)