Examines whether prerequisite relationships exist between five analytical components of English-as-a-Second-Language (ESL) composition: content, organization, vocabulary, language use, and mechanics. Finds the need for an approach to writing which recognizes that "separate skills" are actually highly interrelated. (MM)

Discusses the implications of considering different writing components (lexical, syntactic, and rhetorical) separately, in an effort to avoid problems of writing evaluation. Proposes that instead of "balancing" these components, teachers should separate them in working to establish curricula for English-as-a-Second-Language (ESL) students. (MM)

Proposes a Center for Applied Writing which combines elements of the developmental and writing-across-the-curriculum models and bridges academic and nonacademic discourse. Explains that the center would offer new avenues for research, instruction, and practice in business and technical communication, while bringing together diverse approaches to…

Discusses how examination of the assessment criteria in a basic writing program prompted fruitful, continuing program evaluation and change. Reports that the assessment study validated efforts to deemphasize grammar and spelling instruction in basic writing courses. (MM)

This paper provides an overview of the Computers and Writing Instruction Project, a field-tested curriculum for teaching writing to learning-disabled students consisting of a process approach, word processing, and strategy instruction. Its scope and sequence are described and guidelines for establishing a writer's workshop in the classroom…