Describes research on the process of writing using a protocol analysis approach that suggests a writing model containing three major processes: planning, translating, and reviewing. (MKM)

Discusses three measures of process assessment, describing checklists, conferences, and self-assessment that focus on the writing process and what writers do as they write. (SR)

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)

Examines research work done on how writers think as they compose in nonacademic settings and relates their findings to reading instruction. (HOD)

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)

Investigates whether students are using a process approach to writing by examining pictures drawn by first year college students illustrating their procedures for writing a paper for school. Discusses various aspects revealed in the drawings. Finds that a process approach is scarcely apparent. (SR)

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)