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)

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

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)

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)

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

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)

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

Compares the summary writing strategies used by professional writers, remedial college English students, and outstanding high school students. Concludes that the subjects fell into two groups--amateur and professional, with evident differences in reading processes, note taking, abstracting, monitoring, analyzing, and writing processes. (FL)