The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on…

Results on a multiple choice vocabulary test and a final essay writing activity suggest that teaching vocabulary as a writing prompt was more successful than more traditional forms. (RAE)

The writing across the curriculum program at La Salle University, Pennsylvania, derives its basic philosophy from Charles Bazerman's "The Informed Writer" which stresses that students learn about academic writing and reading in terms of a community of discourse. Though Bazerman's text is not used in the freshman composition course,…

Intended for those who want to teach composition primarily and centrally and not just as an adjunct to the study of literature, this book about the composing process provides continuing opportunities to put theory into practice. It consists of the following chapters: (1) "The Composing Process Is a Continuum"; (2) "Observing; Observing Your…

Designed to involve students directly and immediately in the process of intellectual inquiry by showing them that writing is a discovery process and by helping them in developing writing as a form of social dialogue, this book is organized to accentuate the dynamic, interactive character of the writing process. Chapter titles are: (1)…

Describes "Plausible Stories," an activity which uses creative writing and story predictions to help teachers exploit the interactive nature of the processes of reading and writing. (MS)

Proposes incorporating a wide variety of texts from a variety of academic disciplines into the freshman writing course. Offers two sample text-based, process-oriented writing assignments. (HTH)

Discusses (1) the practice of giving examinations and how this contradicts current theory about the writing process, (2) how students spontaneously became involved in reading and writing activities, and (3) the implications of not teaching traditional grammar. (SRT)

Suggests that students should consider five parts of the social environment for any writing/reading situation, especially considering social relationships forged there between writers and readers. Describes these five aspects, and argues that activities using computer technology and writing should focus students primarily on the social nature of…

Proposes a creative writing workshop model to shift the focus from the product of writing--the finished poem or story--to the process of writing by engaging students in the imitation of writing processes used by published writers. (MS)

Reading and writing are both creative acts of communication that use written language as a vehicle for meaning. A strong theoretical case for teaching the two processes concurrently can be built by examining points of contact between reading and writing. One such point is context concerns. The Communication Triangle model (author/audience/…

Describes the Directed Reading-Writing Activity (DRWA) as a framework that helps high school students write about the information they acquire through reading. Discusses how the DRWA's three steps--preparation, involvement, and reaction--extends the thought processes associated with reading comprehension into effective writing. (AEW)

Reviews a book entitled "Secret Writing: Keys to the Mysteries of Reading and Writing" and presents exercises from the book that are designed to improve students' reading and writing skills. (DF)

A study compared the effects of two writing tasks (short answer exercises and analytic essay writing) with no writing on high school students' understanding of concepts from prose passages. Baseline data on typical patterns of instruction and students' approaches to writing were obtained using observation and case studies in two history classes,…

This collaborative study examined episodes in primary through secondary classrooms in which writing and reading were working together, exploring the extent to which student learning and development were enhanced. Review of research and extrapolations from classrooms suggest that benefits for students are likely to be accrued in four areas: (1)…