In Section 1 of this article, the author discusses the succession of models of adult writing that he and his colleagues have proposed from 1980 to the present. He notes the most important changes that differentiate earlier and later models and discusses reasons for the changes. In Section 2, he describes his recent efforts to model young…

Aims to construct a view of the field of English-as-a-Second-Language (ESL) writing that meets the needs of ESL writers. Presents three models of ESL writing in relation to Teaching English as a Second Language (TESL) and composition studies. Discusses implications. (PA)

Examines how macro-level social and political structures affect micro-level literate actions in classrooms and vice versa. Synthesizes Yrjo Engestrom's systems version of Vygotskian cultural-historical activity theory with Charles Bazerman's theory of genre systems to understand the relationship between writing in school and writing in other…

Indicates a significant difference between trained and nontrained teachers for four instructional practices and for the amount of interaction with other professionals. Shows that the effects of training on students endured for three years for the treatment group at the junior high level. (JD)

Discusses the concept of writing as a mode of learning and critiques the write-to-learn model of writing theory. Reviews 35 research studies on the topic and concludes that they do not provide empirical proof of writing as a mode of learning. Describes other modes of learning that the model ignores. (HB)

Describes the transformational-generative model of grammar and discusses how this theory has influenced composition teaching and theory. Outlines a new model of language being developed by cognitive scientists and how this model might inform composition in the future. (HB)

Studies revision skills of grades 5-6 students asked to improve expository text written by other students by giving explicit evaluations, diagnoses, and suggestions. Supplements quantitative data with qualitative analysis of revision activities. Specifies in the model important cognitive steps in revision: compare, diagnose, and operate. Concludes…

Presents a model that predicts writing growth in children as a logical outcome of language acquisition. Provides a list of the kinds of language learning underway in the elementary school years and suggests that teachers may use this list to anticipate where and how such learning will influence the writing processes of children. (FL)

Although Toulmin models of argumentation are pervasive in composition textbooks, research on the model's use in writing classrooms has been scarce--typically limited to evaluating how students' essays align with the model's elements (claim, data, warrant, qualifier, rebuttal, backing) construed as objective standards. That approach discounts…

Explanation as a genre may support children's reasoning and understanding particularly effectively. In this study, 20 fourth graders were given the task of explaining the effects of a pollutant on an ecosystem to third graders. Before writing, they completed a commercially developed science unit, instruction in reading and writing an explanation,…