The present study is based on interviews of students (n = 48) and instructors (n = 27) from various disciplines in a North American research university and explores participants' comments on examples of some students' unacknowledged texts appropriated and drawn from published sources, classroom learning, or unidentified prior reading. Although…

Investigated the written syntactic maturity of students from grade ten through sixth year university. (DD)

Investigates the relationship between the oral and written language of one college-level basic writing student who is a speaker of vernacular Black English (VBE). Reports that neither VBE patterns in the student's oral language nor other features of orality that previous research has identified account for his writing problems. (HOD)

Presents a rationale for studying psycholinguistic aspects of the writing process and outlines a model of writing based on a psycholinguistic model of talking. Offers an analytical study of 450 syntax errors written by college students demonstrating the usefulness of studying writing as derivative of normal speaking processes. (HOD)

Proposes a way of conducting a research project that involves the teachers and provides a reliable grading scale for evaluating college students' ability to write compositions. (RB)

In this essay, I address the problem of White racism in the classroom, proposing a way of reading racist discourse that takes into account its emotional dimensions and hence its persuasive appeal for White students. This way of reading begins with the insight that racist language functions metaphorically, and that it acts as a rhetorical bridge…

The question of whether written genres can be learned through explicit teaching or can only be acquired implicitly through writing in authentic contexts remains unanswered. The question is complicated by the different parameters associated with teaching genre to first- or second-language learners, to children or adults, in settings in which the…