To identify some of the specific cognitive correlates of high-quality, audience-adapted writing, 35 college freshmen wrote a typical academic essay and also a persuasive appeal directed toward a specific readership. Results showed that social cognition played a more significant role in writing a persuasive message. (HOD)

Presents evidence that written responses to modality develop from a homogeneous writing quality to a more heterogeneous writing quality with some modes systematically favored over others." (Author)

Concludes that expressive writing tasks generated essays at both fourth- and sixth-grade levels that were judged to be higher in quality than those produced for either explanatory or persuasive writing tasks. (FL)

Explores the decision patterns of good and below-average college freshman writers regarding available information on audience and topic. Finds that both groups tended to defer audience considerations until the revision stage. (KEH)