Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Examines the characteristics of a sound and effective writing workshop program and discusses steps for planning such a workshop. (HTH)

Concludes that there is some congruence between the majority of Nova Scotia's English teachers' beliefs about writing and some aspects of current research findings concerning the writing process. (AEA)

Concludes from an analysis of student writing and interviews with individual students that they benefit from being offered a variety of writing assignments and from the opportunity to apply their own knowledge, background, and experiences to their writing. (AEA)

Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

Analyzes score differences for the papers of 50 students who wrote on four different writing topics, two that were on transactional and two that were on expressive topics. Results suggested that differences between scores might be very important for individuals, so to insure fairness, teachers should use additional forms of writing assessment. (DF)

Evaluates a method of re-drafting that puts the emphasis on meaning rather than appearance of text and reveals pupils' ability to improve their written work unaided. Presents evidence concerning how a group of low ability students alter their own written work when reading it aloud. (MG)

Provides only slender support for the idea that there are age-related or ability-related differences in the revisions made by fifth-, seventh-, and eleventh-grade writers. (FL)

Reviews the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)

Argues that a major component of writing programs at all educational levels should be "lifewriting," including biographical, anecdotal, and expressive modes of discourse. Outlines reasons for viewing lifewriting as a valuable component of writing instruction. Provides a basic framework of three diverse programs utilizing lifewriting. (HB)

Reviews what researchers have found out about prewriting, and postulates how this information can help teachers promote growth in writing. (CRH)

Examines early literacy development through the close study of one child's experience of producing her first story, composed and written down by herself alone. (TB)

Explores the expressive forms of writing (diaries, journals, "freewrites," and responsive logs) of students. Examines gender as an important component of the social and political framework in which students learn about genres of writing. (RS)

Explores writing research on the composing process regarding the relationship of the topic selected to the score obtained, the relationship of the score to the use of both an outline and a rough draft, and the relationship of the amount of revision to the quality of essays obtained. (EL)

Reports on the application of six criteria to determine writing ability among secondary school students. Offers suggestions for instructing a class of students with wide variations in writing skill. (MM)