Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Argues for a rethinking of the act of writing as the creation of a work of art. Discusses the implications of how a change in view can affect the practice of teaching writing. (JC)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

Examines the relationships between rhetoric, composition, form, and content. Notes the need to teach the forms of composition. Urges writing teachers to develop student self-consciousness and understanding of the writing process. (RL)

Reviews what researchers have found out about prewriting, and postulates how this information can help teachers promote growth in writing. (CRH)

Presents the formula for writing poetry as containing three elements: the content of the poet's mind; the poetic medium--language; and the creative spark that fuses experience and language, or content and medium, into poetry. (MM)

Demonstrates that a more useful investigation of the relations between process and product might explore how these models meet in theory and in practice, rather than where they separate. Shows how a less polarized view of process and product might enrich the classroom practice. (EL)

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)

Describes how student teachers can be made aware of the varying writing behaviors they may find in their classrooms. (AEA)

Assesses surveys of college writing teachers using computers in their composition courses. Results show little consensus in equipment or methods, but indicate that all teachers are positive about the computer's potential as a teaching and writing tool. The questionnaire is appended. (AEW)

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)

Explores the connection between reading and writing implicit in children's creative writing and highlights the similarity between processes of reading and writing. (JC)

Analyzes the written language learning of kindergarten children as a transaction among writers, teachers, and the writing process and concludes that children, when given the opportunity to take risks with written language, create with semantic intent. (DF)

Notes that varying the conceptual models of the relationship between reading and writing processes, as parallel, interactive, or transactional, has influenced instructional practices. (JC)