Examines whether writers who can create vivid mental images experience intense emotions as they write. Finds that imagery contributes to the intensity of a writer's engagement with his or her evolving text and that imagery may bridge the cognitive and affective domains of thought. (PRA)

A new teacher refutes the claim that graduate schools do not adequately prepare graduate students for the realities of writing instruction. (HTH)

Indicates that using highlighters to mark errors produced a 76% class improvement in removing comma errors and a 95.5% improvement in removing apostrophe errors. Outlines two teaching procedures, to be followed before introducing this tool to the class, that enable students to remove errors at this effective rate. (JD)

Claims recent research involving premature editing--thinking aloud for the study--is too narrow in scope to allow for basic writers whose writing processes do not resemble the model. Using eight basic writers produces evidence to support the claim that many or most basic writers can write without editing prematurely.(NH)

Annotates books and articles that would be useful to someone who is becoming acquainted with the new rhetoric, that take note of the research and theory developed in the last two decades, and that seek a paradigm for rhetoric that will take into consideration changes in attitude and knowledge. (HOD)

Presents a case study focusing on a gifted student writer whose shyness and strong personal commitment to her writing is not well suited to the atmosphere of peer writing workshops. (MG)

Reports on a study of the use of sentence combining in developmental writing classes. (MKM)

Discusses the problems (and some causes) in the writing of Asian college students. Interviews college English professors who have taught Asian students. Suggests methods to help Asian students be more successful in composition classes. (SR)

Presents an exploration of research that benefits a community college English department as it reconsiders the theoretical foundations of its curriculum. Notes how the department crafted a curriculum that was not only inclusive but responsive to the students taught. Concludes that writing is only lasting when it is intertwined with the lives and…

Proposes a rationale for adopting a theory of rhetoric and composition, delineates a set of assumptions underlying the formulation of such a theory, and discusses four recently proposed theories. (CRH)

Describes a study of students' anxiety levels in the writing classroom. Results indicated a significant rise in anxiety level for "writing papers for grades," and a marked fear of failing a test. (HTH)

Reports on a study of eight corporations to assess the nature of writing done on the job, and how important writing ability was to the employee's career. Results indicated that communication ability was important to their jobs, but most employees loathed writing and considered quality writing beyond their grasp. (HTH)

Reviews studies on the effects of introducing word processing to basic writers. Presents the findings of an original pilot study which concludes that computer instruction causes basic students to write more. Suggests ways of improving instruction and obtaining more consistent results in future studies. (HB)

Describes a classroom study which found that mixed-sex collaborative writing pairs can be used effectively in the classroom to help students bridge the gender gap in their own writing. (SR)

Asserts that feminist pedagogy is compatible in many ways with current composition theory. Shows how feminist pedagogy can offer an alternative perspective on the problems of evaluating student text. Includes results of the author's research into the evaluation process. (PRA)