Analyzes why conceptual ambiguity surrounds the subject of writing plans: why they are viewed alternatively favorably and unfavorably; why they are sometimes mental and sometimes written constructs; and why they are sometimes indistinguishable from writing goals. Concludes that one problem is the view of writing as product. (SG)

Discusses the rationale and uses for personal or personalized writing in composition, literature, and content-area classes, and in curriculum conceptualization, research, and assessment in writing. Discusses relevant research studies and pedagogical criticisms of these kinds of writing assignments. Suggests that an excessive emphasis on personal…

Examines studies of what students do as they select and narrow a topic, locate sources, sift through these sources, and develop a central research question or thesis statement. Notes limitations of a related body of research focusing on other kinds of academic writing. Raises conceptual and methodological issues for researchers to address in…

Reports on a study that used two approaches to examine how words are used to create meaning in written discourse in order to illuminate the differences among a group of essays written by 12 developing writers. (HTH)

Reviews the research relating reading and writing, offers instructional implications of that research, and points out directions for further study. (JL)

Reviews research and concludes that many studies support the use of various types of writing to help students develop their reading skills. (AEA)

Suggests that nonfictive writing typically employs a vocabulary different from that used in works of fiction. Characterizes the vocabulary of essays, asserts that students are usually not given enough assistance in acquiring such vocabulary, and offers steps for giving students help in acquiring the vocabulary of essays. (RL)

Discusses the teaching of imaginative writing in the content area at the middle school level and indicates potential applications for such teaching at all levels. Contains extensive writing examples. (FL)

Twenty 10th grade students participated in a study designed to identify differences in the ways developing writers use words to create written texts. Essays written by the students were holistically evaluated and then analyzed for the types and the number of lexical cohesive ties used and the nature of the grammatical subject, or focus, of each…

Explores the contexts of the letters citizens send their legislators, focusing exclusively on their value. Suggests that the letters about political issues and personal concerns sent by citizens are of great value to both the writer and the reader. (SKC)

The contexts and purposes for civic writing may influence the composition process as well as text features, and an analysis of the purposes and audiences for civic writing might yield an insight into the way that such writing stimulates the personal and moral development of both its readers and writers. An examination of two related pieces written…