Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Evaluates a method of re-drafting that puts the emphasis on meaning rather than appearance of text and reveals pupils' ability to improve their written work unaided. Presents evidence concerning how a group of low ability students alter their own written work when reading it aloud. (MG)

Provides only slender support for the idea that there are age-related or ability-related differences in the revisions made by fifth-, seventh-, and eleventh-grade writers. (FL)

Describes a busy executive's writing process when writing a report for a board and points out its similarities to writing demanded of students. (EL)

Discusses how writing instruction can help students move from the expressive writing typical of first drafts to writing that can be presented to discriminating audiences. (MM)

Explores writing research on the composing process regarding the relationship of the topic selected to the score obtained, the relationship of the score to the use of both an outline and a rough draft, and the relationship of the amount of revision to the quality of essays obtained. (EL)

Examines the progress of college freshmen involved in an intensive writing program in changing their attitudes toward the early drafts of their writing assignments. Shows that as students write and develop their writing skills, more use their early drafts for discovering what they really wanted to say. (EL)

Reports a two-phase ethnographic investigation documenting peer conference activity among fourth graders in a writing workshop. Investigates, in phase one, what happens in peer conferences and how that relates to instructional context. Investigates, in phase two, comments about revision, participant expectations, and use of peer comments during…

Examines how students make and revise meaning when writing in purposeful, informal ways about their interpretation of literary texts. Also reveals five ways in which students develop their understanding of literature through writing. Suggests a mutually enriching reading-writing process of interpretation. (AEW)

Uses personal experience to show how writing instructors can help students articulate their audience and purpose, use written products purposefully, identify the intellectual demands of their task, and then consciously formulate their ideas in light of these demands. (MM)

Reviews the research literature on the teaching of writing. Lists practices and procedures that the research shows to be either helpful or of dubious value. (AEA)

Discusses the importance of voice in writing and suggests that the current interest in the writing process encourages students to increase their power of expression without distorting their voice beyond recognition. Includes samples of student writing. (MM)

Traces the revision of narrative and expository text made by sixth grade students during a school year in which the focus was on improving reading comprehension and writing through instruction in text structure. Finds that only expository texts were judged to improve in writing quality by year end. (MG)