Claims recent research involving premature editing--thinking aloud for the study--is too narrow in scope to allow for basic writers whose writing processes do not resemble the model. Using eight basic writers produces evidence to support the claim that many or most basic writers can write without editing prematurely.(NH)

Annotates books and articles that would be useful to someone who is becoming acquainted with the new rhetoric, that take note of the research and theory developed in the last two decades, and that seek a paradigm for rhetoric that will take into consideration changes in attitude and knowledge. (HOD)

Presents a case study focusing on a gifted student writer whose shyness and strong personal commitment to her writing is not well suited to the atmosphere of peer writing workshops. (MG)

Proposes a rationale for adopting a theory of rhetoric and composition, delineates a set of assumptions underlying the formulation of such a theory, and discusses four recently proposed theories. (CRH)

Suggests duplicating the depth and texture of real-life writing in the classroom by using the college organization and its functions to create more accurate writing assignments. (CRH)

Questions what is going on in the highest reaches of English composition research and the distance between theories of the composition process and actual classroom practice. (CRH)

Provides beginning writers and their instructors with an oral proofreading technique to reduce student errors by 40-50 percent. (CRH)

Demonstrates through a single case study the link between sufficient functional writing skills and the additional symbolic skills needed to improve occupational and academic status. (CRH)

Reviews the development of composition research and suggests ways to forestall minimum competency policies in writing instruction. (AEA)

Describes a freshman honors writing course in which students submit research papers and then write letters to the teacher about the experience. Identifies four concerns raised by students: (1) managing time; (2) managing the topic; (3) integrating sources; and (4) following a structure. Concludes that peer interaction is a valuable resource for…

Examines internal and external factors which affect the way women reentering higher education learn and write. Finds several constant internal factors: sense of inferiority among peers; inability to concentrate; sense of guilt; feeling out of place among younger students; fatigue; and doubt. Finds that positive internal factors outweigh negative…

Compares and contrasts the efficiency and work habits of professionally experienced and inexperienced writers. (CRH)