Describes the parallels between writing in English and LOGO in planning, audience awareness, and revision and gives guidelines for making students aware of these useful ideas. (CRH)

Compares the progression of writing skills of two girls from first through third grades, showing development of style, persona, spelling, and grammar. Discusses the implications for the teaching of writing on an individual and classroom basis. (HTH)

Concludes that students whose teachers participated in process-model inservice training performed significantly better on a number of writing evaluation criteria than did those of teachers who had relied on a skills-approach technique.

Examines the differences between writing research conducted in England and that conducted in Canada and North America. Discusses how educators and researchers have used their observations to derive a pedagogy and have done so much too rapidly. (HTH)

Reports classroom observations and dialogues with children that show children's understandings and use of punctuation; reports data showing that children in a class in which punctuation was taught in the context of writing learned more about punctuation than children in a class in which it was taught in isolation. (ET)

Examines the early writing of a young child over the course of several months to illustrate the struggle with the writing process. Draws parallels between the child's writing progress and that of the author as she learned to be comfortable as a writer and suggests implications for the teaching of writing. (HTH)

Two experiments look at factors influencing the ways children construct an abstract representation of story structure that contains the characteristics described by story grammars. (RWB)

Many educators are concerned with how writing should be taught, especially in the elementary grades. Many teachers are under the impression that when they have their students write simple sentences using vocabulary words and punctuation marks, they are teaching their students that this is writing. In traditionally taught classes, the elementary…

Discussion of the writing process of elementary students with learning disabilities focuses on studies of a HyperCard stack that was developed to help beginning writers and their teachers. Texts created with the hypermedia are compared with texts created using paper and pencil and word processing. (Author/LRW)

Investigated relation of the quality of third graders' writing assignments and written instructor feedback to quality of subsequent student work. Found that amount and type of teacher feedback predicted a small, significant proportion of variance in the quality of content, organization, and mechanics of final drafts. Initial writing quality…

To gain an understanding of the development of the composing process, researchers observed, categorized, analyzed, and collected the writing of 10 Papago third and fourth graders in the Indian Oasis Public School District of Arizona over a period of two years. Of 30 children originally chosen to represent lower, middle, and upper development…