Reacts to A. Brand and J. Powell's report of a study done to examine emotions reported during the writing process by apprentice writers. (JK)

Maintains that the process of learning to write summaries is a long one, accomplished in stages as text-related variables interact with the developing writer. Notes that students who receive direct instruction in summary writing based on their developmental level are successful. (RS)

Describes a method of using writing to improve high school students' reading skills. (AEA)

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)

Offers a selected bibliography which provides, in the author's opinion, a solid foundation for teaching composition. (ARH)

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)

Suggests that writing helps reading comprehension only if the writer is aware of the relationship between reading and writing and if the writing is purposeful. Presents three purposeful writing activities. (ARH)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Suggests that a focus on traditional rules for good writing can create writer's block and offers strategies that focus on the topic and student's thinking for overcoming writing apprehension. (HOD)

Stresses the importance of having teachers of writing participate in writing activities at inservice meetings. (DF)

Describes a teaching method for reading and writing instruction to be used with college developmental reading students that involves writing reactions to editorials in the campus newspaper. (SRT)

Examines recent research that uses protocol analysis to determine the cognitive processes used by writers in planning their work. (FL)

Describes a project in an English-as-a-Second-Language classroom in which 18 students from 10 cultures drew cartoons of their personal writing processes, giving the teacher insight into individual differences that allowed her to tailor writing instruction to student needs. (SR)

Finds the use of mapping strategies drawn from current research enhances students' ability to organize, analyze, evaluate, and reason critically when composing from academic sources. Presents five examples. (NH)

Reports on research showing that the use of a process-oriented writing program did not improve students' reading ability. (DF)