Describes a "writing workshop" for eighth graders which focuses on the writing process as well as the finished product. Reports the approach's effectiveness by noting students' improvement on standardized exams and syntactic maturity of student compositions (as measured by the increase in number of words per T-unit). (MM)

The Incremental Method of teaching writing is described. Students examined the increments of the writing of one student. The method is taught through four assignments: examinations of previous student papers, imitations of the correct components, correction of the faulty components, and analysis of revisions. (MLW)

The theoretical bases of process-oriented approaches for teaching writing to mildly handicapped students are described. Instructional features of such approaches include opportunities for sustained writing, establishment of a writing community, student selection of topics, modeling of the writing process and strategic thinking, reflective thinking…

Argues that business writing is not compatible with currently fashionable process approaches that are adapted to personal, expressive writing. Claims that good business writing is transactional and requires a formulation that cannot be reconciled with the pedagogical theories, assumptions, and techniques of current process writing. (JD)

Maintains that the unfettered process approach to writing instruction has been just as artificial as the traditional skill training approach and that students need structure, models to practice from, and improvement of mechanical skills, as well as time to think through their ideas, to revise them, and to write for real audiences. (EL)

Describes a writing assignment in which students must complete a page of coherent prose using only one word containing the letter "n." The exercise serves as a prelude to the concepts of revision and of passive and active vocabularies. (HTH)

Explains how journal writing, taught with some direction, can guide students' writing and provide them with a sense of self-discovery. (HOD)

Examines two responses to current traditional rhetoric--the new romantics who insist on the primacy of discovery and the new classicists who believe in aiding discovery through systematic heuristic procedures. (HOD)

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

Suggests duplicating the depth and texture of real-life writing in the classroom by using the college organization and its functions to create more accurate writing assignments. (CRH)

Describes the advantages of using computers during the invention stage of composition. Discusses programs designed for that purpose and explores characteristics of an ideal prewriting computer program. (HTH)

Describes the features of a process model of writing and efforts to translate the theory into practice. (JL)

Good writing is seen as part of the problem-solving process and a device that can stimulate creative thought in students. Many ways of helping pupils use and refine writing skills in a mathematical context are discussed. It is felt teachers of mathematics need to see students' use of such skills. (MP)

Stresses that both teachers' experiences in writing projects and the work of educational researchers support a "romantic" attitude toward writing in opposition to the back-to-basics and drill approaches. (JL)

Explores ways teachers can intervene in the writing process to help students advance in their writing. (JL)