Describes a taxonomy for analyzing written revision. Reports two studies that used this taxonomy and discusses the implications of these investigations. (RL)

This report provides information drawn from a study that compared two components of the freshman English program at the University of Texas at Austin. The first chapter of the report contains background material and describes the two course components--the analytic option, which emphasizes writing skills in the context of complete pieces of…

Outlines the histories of the dominant theoretical views of the composing process including the expressive view, the cognitive view, and the social view. Argues that claims for making composition a true academic discipline must be based on a conception of process broader than any of these three views. (SRT)

Noting that present evaluation systems are so limited that they are neither reliable nor valid, this monograph critically reviews studies designed to evaluate composition programs at four major universities. The book offers theoretical and practical guidance through discussion of generalities from the four studies and pertinent questions and…

A study investigated the role of writing apprehension in the writing competency and performance of college students. Specifically, the study examined whether high writing apprehensives would perform differently than low apprehensives on standardized tests of writing-related skills and on two different types of essays. Based on the results of a…

Presents the results of a survey that was conducted to construct a broad picture of the writing of college educated people in general. (JL)

Differentiates the two concepts of cohesion and coherence. Points out the differences between highly-rated and lower-rated essays by the techniques the writers used to achieve cohesion. Offers references on text linguistics and on European writings about discourse. (RL)

Notes how current writing research models remain of limited usefulness to the study of writing development because they do not explain important conditions such as coherence, nor do they define the systematic relationships in writing contexts. (RL)

Argues that if the study of language is to become important again in the teaching of writing, it will be through an expanded notion of rhetoric that understands language as the site of struggle over socially produced meaning. (RAE)

Explores the difficulties writing teachers and students encounter with content area writing assignments, using observations and interviews from two social science classes. (HTH)

This report contains the results of a study of the writing of college-trained personnel that examined: (1) the importance of their writing abilities in the world of work and in situations other than work, (2) the types of writing done on and off the job and the composing processes used, (3) the media college-trained people use for writing, and (4)…

A taxonomy of revision changes was developed and applied to 18 case studies of writers' revisions. Subjects were six inexperienced student-writers, six advanced student-writers, and six expert adult-writers. The primary distinction of the taxonomy was between surface (formal and meaning-preserving) revisions and text-base (microstructure and…

After a short introductory chapter to this literature review on composing processes, the second chapter examines research that covers the timing and content of planning, planning subprocesses, employing planning strategies, and instruction in planning. Studies in the third chapter are divided into two sections, oral and written discourse…

Contrasts a recent collection of "best" student essays with a report reviewing a 1929 test in English that was used for making college admissions decisions. Concludes that writing teachers have been as much or more interested in who they want their students to be as in what they want their students to write. (RS)