A study which defines some easily measurable syntactic and semantic cues within student essays that predict and perhaps determine readers' responses. (DD)

Shows that teachers' written responses to student writing are usually concerned with form and that two kinds of responses are most often used: (1) evaluation--usually of a general nature (a grade or "well written") and (2) instruction--usually focusing on specific language structures by correcting mechanical errors. (HOD)

This study examined whether the use of complex headed nominal structures resulted in a higher qualitative rating of a passage than the use of simple headed nominal structures and whether the use of more mature vocabulary resulted in a higher qualitative rating of a passage than the use of simple vocabulary. (HOD)

A 1979 analysis of student expository writing showed that holistic quality scores awarded by teacher-raters were influenced to a greater extent by essay length and freedom from spelling errors. A replication of that investigation using a sample of students' narrative writing produced the same findings. (HOD)

Indicates that a teacher's responses to errors made by students in oral reading are related to that teacher's theoretical orientation as well as to the type of error made. (HOD)

Studies the writing processes of noncomposition students, particularly the patterns of feedback and revision in four writing-across-the-curriculum courses. Analyzes the first and final drafts of 20 students. Highlights several issues for further research. (HB)

Investigates the work of mentoring as situated within electronic exchanges. Explores strategies used by mentors to communicate their readings and suggested revisions of student texts. Analyzes the mentor responses according to patterns formed and other factors. (HB)

Provides a framework for analyzing the multiple aspects of reader perspective in a teacher's approach to writing instruction. Analyzes one teacher's written comments on her students' papers. Shows how this teacher's responses demonstrated marked differences according to level of student or type of writing assignment. (HB)

Provides an overview of the conversational roles taken on by students and teachers during college-level writing conferences. Uses the performative theory of Erving Goffman to analyze these role patterns. Illuminates the specific performative demands presented by writing conferences on both students and teachers. (HB)

Examines the effects of stressing three phases of the composing process (feedback, revision, and invention) in the teaching of composition. (HOD)

Provides a case study analysis of two high school teachers' responses to a particular set of writing tasks and suggests an analytical tool that may be used to explore teachers' responses to change. (HOD)

Provides an overview of a study of the relationship between classroom context and the revisions of student writers. Indicates that students focus their revisions on surface and stylistic concerns. Suggests how specific features of the classroom context, including teaching methods, may influence the kinds of revisions undertaken by student writers.…

English departments are increasingly under pressure to offer writing courses online, but research that informs effective pedagogies--including effective ways to respond to students' drafts--is still limited. By investigating students' perceptions of online teacher response to student writing, this study suggests that in order to develop sound…

An investigation into the context for writing in two college chemical engineering classes revealed that the two courses represented distinct communities where different issues were addressed, different lines of reasoning used, different writer and audience roles assumed, and different social purposes served by writing. Copies of assignments are…