Examines the whole area of contemporary composition theory. (AEA)

Offers a poet's reflections on writing and his schooling. (PRA)

Discusses the composing skills that students need to acquire on their way to becoming better writers. (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 the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)

Explores a teacher's relationship to her own writing. Discusses how she came to be a writer, what writing involves, why it is necessary, and how it relates to teaching. Contains many reflections from other writers. (TB)

England's Leslie Stratta shares his views on teaching basic writing and assessing student growth in writing. (AEA)

Argues that writing apprehension can be dispositional, but that it can also arise in response to elements in the writing situation. Discusses the elements in timed writing competence tests that can trigger writing apprehension and hinder effective writing. (JK)

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)

The editor of "English Quarterly" interviews Frank O'Hare about his work on sentence combining, his views about writing instruction and writing research, and about his own writing. (RL)

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)

Presents some points of divergence between current English and French rhetorical theory. Documents a few standard forms of composition in French that are not found in the English. Assesses pedagogies typical of the French tradition and concludes that the theory and pedagogy of the two languages are quite disparate. (AEW)

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)

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)

Presents a report of the second and third years of a study that describes one teacher's experience with change as he implements a process approach to the teaching of writing. Shows the development of a multistrand program that facilitates the writing development of the class as a whole. (MG)