The article presents findings from a research project that investigated young, fluent writers' revision practices. The project adopted a qualitative approach, using semi-structured interviews based on the students' written scripts. This article focuses on a small sample of children and profiles the extent of their ability to reflect on their…

Tests were given to a nine-year-old boy to establish the constraints operating when he was writing poetry. The tests involved writing cloze tests on poems by poet Ted Hughes and on a poem the boy had written a year earlier. The boy was also asked to write a poem and then to discuss what he was thinking as he wrote. The following constraints were…

Analyzes the steps in the writing of an established poet and an 11-year-old boy. An appendix provides suggestions about how to encourage meaningful revision. (FL)

Argues for a distinction between fluency and automaticity of procedures in writing. Presents empirical results that suggest a prominent difference between skilled and less skilled writing is the extent of metacognitive control over writing subprocesses. (MS)

While the chapters of this book present a variety of perspectives, they share the common goal of redirecting and revitalizing research on written composition. The authors review research on written discourse and the composing process and raise questions regarding information and skills that teachers and researchers need to consider. The chapters…

Explores the connection between reading and writing implicit in children's creative writing and highlights the similarity between processes of reading and writing. (JC)

Noting the close relationship among reading, writing, and oral language documented by research, this paper considers studies of early writing development in the context of emergent literacy rather than in the context of work on writing processes and their development. Following a brief review of early studies of emergent literacy that includes…