Argues that style and self are inextricably bound together in a writer's work, and the voice that they create emerges only after a certain level of writing development has been reached. This happens when the writer has been thoroughly immersed in a context and has had plentiful experience in a specific form of expression. (HOD)

The author suggests a broad framework for thinking about relationships between reading and writing growth. He discusses environmental factors, knowledge that facilitates growth, strategies used to initiate writing or reading, strategies used during writing and reading, monitoring outcomes and breakdowns, and implications for instruction. (CT)

Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

Evaluates process theory, suggests its limits, and addresses some of the conceptual problems it leaves unresolved. (RBW)

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)

Discusses several definitions of protocols, methods of protocol collection and analysis, applications in current research, and the limitations of collecting protocols as a research method. (HOD)

Both first-order creative, intuitive thinking and second-order critical thinking can and should be encouraged in writing instruction. The first helps generate ideas, and the second is useful in refining expression. The two kinds of thinking enhance different writing skills and can be mutually reinforcing. (MSE)

Asserting that the mind of the creative reader operates precisely like the mind of the creative writer, the author examines theories of the psychology of poetic composition, in order to draw implications for the teaching of literature. (SJL)

Summarizes a seminar discussion on teaching composition skills to elementary school students. (MP)

Presents results of an experiment seeking relationships between motor activities and more central language production processes. Concludes that the same motor program was used for occurrences of repeated morphemes in the experiment. Reports that nonrepeated morphemes were recovered from verbal memory while the preceding repeated morpheme was being…

Uses stimulated recall to elicit a retrospective account from a student following his production of an artistic text representing his view of the relationship of two central characters in a short story. Analyzes the student's process of composition. Suggests that nonlinguistic texts can help students construct meanings. (HB)

Describes a dissertation model used in teaching a critical-thinking course for developmental freshmen. Students learned how to create knowledge by linking the five-chapter model with the elements and standards of critical thinking, and by writing and defending their own 10-page dissertations. Discusses course strengths and weaknesses. Contains 13…

This paper undertakes a review of the literature on writing cognition, writing instruction, and writing assessment with the goal of developing a framework and competency model for a new approach to writing assessment. The model developed is part of the Cognitively Based Assessments of, for, and as Learning (CBAL) initiative, an ongoing research…

All humans use objects in their environment as tools for actions. Some tools are more useful than others for certain people and populations. This paper describes how different first-graders used handheld computers as tools when writing. While all 17 children in the observed classroom were competent users of their handheld computers, their use of…

We studied children's conceptions of the writing process while the complex cognitive activity of writing is carried out through a pictorial representation of the writing process. Sixty children attending Kindergarten, first grade and fourth grade in Bariloche, Argentina, were presented individually with a sequence of four questions about the…