Relates the evaluation of a secondary school writing program that concentrated on three areas: (1) the level of group participation and group feeling generated in the classroom, (2) the level of security felt by students and teacher within the process approach, and (3) the linking of the students' reading and writing. (HOD)

Discusses the discrepancy between theory and practice in writing instruction. Offers suggestions for improving such instruction. (EL)

Presents eight writing assignments designed to help students write reports and letters for their future jobs. (HTH)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Describes how a workshop format in a composition class lessened the teacher's workload and provided students with additional learning experiences. (DF)

Presents an exercise that guides basic writing students in their choices, requiring them to make evaluative annotations of each sentence in the draft of a paragraph. Includes (1) a set of questions that incorporate criteria for a sound paragraph and serve heuristically for the revision of the draft, and (2) a student example of the procedure. (HTH)

Introduces Sustained Spontaneous Writing (SSW), a strategy which encourages young writers by providing a classroom environment that fosters writing habits and by having teachers model writing behaviors expected from students. Presents background information and practical suggestions for implementing SSW and ensuring its success in the daily…

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)

Describes a method used to teach freshman students how to make research a conscious part of their reading and writing processes, by helping them use their personal associations with a text and their questions about a text, to compose meaning and become conscious of the activities they are performing. (HTH)

Discusses a means of differentiating pedagogical materials on the basis of heuristics and theory. Discusses and evaluates three pedagogies that locate their heuristics in (1) form, (2) context, and (3) method, and suggests that materials combining pedagogies are the most adaptable. (FL)

Describes the positive effects of peer interaction during the writing process. Illustrates by describing integration of this method in a seventh-grade classroom and how it improved the students' writing quality and attitudes. (HTH)

Examines how computers as a medium for communication affect the craft of writing, and subsequently affect teaching approaches. Discusses the need for teaching online document design and problem-solving processes as they relate to the communication process. (HTH)

Discusses the applicability of teaching rewriting and revision skills and using peer evaluation techniques in a technical writing class. (AEA)

Discusses criteria for choosing composition software. Poses six questions for further research in evaluating the effectiveness of computer assisted instruction in composition. (HTH)

To write cohesively means doing many things at once--wrestling with ideas, balancing form and function, pushing words this way and that, attending to syntax and diction, and employing imagery and metaphor until a coherent message emerges. Though full of promise, student writing typically lacks cohesion, and the question is whether the fault lies…