Examines the evidence for both the linguistic and rhetorical hypotheses about writers' planning and presents new research on episodic patterns within the writing process itself. Uses protocol analysis to look at the content and nature of writers' plans. (HOD)

Investigates how writers plan to produce discourse for different purposes--to report, to generalize, to persuade--as well as how writers plan for sentence level units of language. To learn about planning, an observational measure of pause time was used. (HOD)

Presents the results of an investigation of the cognitive and grammatical activities carried out by beginning and advanced college students during pauses in their writing. (HOD)

Investigates the relative effectiveness of two adjunct questioning techniques employed to increase writers' elaboration. (HOD)

Investigates the effects of writing ability and mode of discourse on cognitive capacity engagement across three stages of the composing process, noting that writing ability differentially affected cognitive capacity engagement across discourse modes when using the secondary-task method. (HOD)

Contrasts the revising patterns of junior high school students when they used a word processor and pens and paper. Concludes that those who used a word processing program added more words to the ends of their texts and corrected more errors, but did not make more global text revisions than when they used a pen. (HOD)

Investigates both the reading and writing behaviors of eight good readers and writers in order to identify shared cognitive-linguistic patterns that might mark both processes, developmental differences between the age groups, and patterns of academic and nonacademic influences on the writing. (HOD)

Examines effects of three writing tasks on students' writing, writing processes, and later understanding of short stories. Results indicate that personal analytic and formal analytic writing were associated with significantly higher posttest scores on literature than restricted writing in the form of short answer questions. (SRT)

Investigates the thinking processes students employ and the text structures they produce in analytic writing. Contrasts eleventh grade students' analytic and summary writing using think-aloud protocols and examination of genre conventions governing students' writing. Concludes that in analytic writing, students employed more varied and complex…