Compares deaf writers to basic writers with normal hearing in terms of their apparent attention to grammatical correctness. Finds that deaf subjects devoted substantially less attention to grammatical decision making during composition. (MS)

Studies the writing processes of noncomposition students, particularly the patterns of feedback and revision in four writing-across-the-curriculum courses. Analyzes the first and final drafts of 20 students. Highlights several issues for further research. (HB)

Contends that the Given-New research done by linguists on texts can be used effectively in process approaches to teaching composition. Finds that Given-New principles of text analysis are useful in teaching individual students, but that there is more to creating coherence than simply overlapping subjects and objects. (MS)

Explores how the term "context" has been defined by writing researchers and tries to reconceptualize the construct of the term. Provides data from a year-long ethnographic study of graduate journalism education. Suggests that context for composing must include the histories of individual writers. (HB)

Describes a writing assignment designed to help students with the frequently strange and foreboding job of writing a poem. Discusses how one student and the teacher worked through the assignment. (RS)

Explores the differences between e-mail and paper mail, focusing on audience, interface, and rhythm of response. Argues that technological change triggers other changes in a system, creating discomfort, and that this discomfort should not prevent English and writing teachers from studying and accepting e-mail as a legitimate site for writing. (RS)

Offers a review of various veins of thought related to writing instruction such as traditional grammar and rhetoric, discourse processes and cognitive science, and discourse form and sociolinguistics. (SRT)

Annotates 146 books in the areas of writing, language, literature, and teacher education. (MG)

Traditional methods of studying literature have included making assignments, having class discussions of the texts, and then assigning students to write about them. However, based on the concept that reading literature is a form of composing and that aspects of the process model for teaching writing can be applied to teaching literature, the…

Describes the behaviors and attitudes 49 high school junior English students demonstrated and the features that existed in their writing when they wrote for natural purposes (such as writing letters, biographies, and pamphlets). (EL)

Provides an annotated list, organized by subject, of 151 books in the areas of writing (contexts, status surveys, instruction, processes, text analysis, assessment, rhetoric, and writing and learning), language (processing, development, interrelationships, and language and schooling), literature, and teacher education. (MG)

Uses a case study to explore the concept of academic authority and how it manifests itself in written arguments. Investigates how differences in authority are played out in the academic environment. Examines how the lack of authority shapes the reading and writing practices adopted by students. (HB)

Describes the integration of computers into the writing practices of a remedial English class in an urban high school. Analyzes the year-long written work of six students in the class. Concludes that the teacher's structuring of instruction had the greatest impact on both student writing and the ways computers entered into that writing. (HB)

A study examined the integration of computers into the writing practices of a ninth-grade remedial English class in an urban high school in the San Francisco area. Computers and word processors were introduced midway into the school year. The class was observed and recorded daily through the academic year, and all written work collected. Six…

Defines free writing, reviews the philosophy and history of free writing, and discusses some problems that it entails. (NKA)