Discusses microwriting activities, which focus on the problem, the process, and the product of typical communication assignments. Describes how microwriting is used in class, and types of microwriting activities. (SR)

Uses ethnomethodological perspectives to translate the language of Flower and Hayes's cognitive theory of writing into a more thoroughly social vocabulary as a way of articulating the role of social context and social structure in individual acts of writing. (SR)

Describes using the process method to teach news writing. Emphasizes its usefulness in writing for the reader and editing. (SR)

Asserts that there is a need for writing teachers to reevaluate the metaphors they use to think about composition. Retraces the steps taken by Robert Zoellner in 1969 to reconsider the instrumental metaphors used by composition theories in the 1990s. Offers a criticism of the writing process model proposed by Linda Flower and John Hayes. (PRA)

Analyzes the ways in which writing is thinking. Illustrates this claim by showing how writing engages thinking, how writing reveals thinking, and how writing clarifies thinking. Provides concrete ways that writing teachers can model the writing process. (HB)

Summarizes six significant findings of research on writing that business communication teachers may find of special interest. Lists seven implications of the research for business communication instruction. (RS)

Investigates elementary children's knowledge of the situational, procedural, and functional aspects of writing across grade levels. Finds that children come to understand the purpose of each step in the writing process as they are engaged in it; children need to write for different audiences and purposes; and children shift their focus from…

Shares the experiences of one writer and how children have shown her the many ways of creating a story. Shares methods of helping children find a voice for the stories they have to tell. (MG)

General Educational Development students created original math problems based on life experiences, using process writing. They used prewriting, drafting, responding, revising, sharing, role playing, modeling, and brainstorming, integrating reading, writing, and math. (JOW)

Describes how one sixth-grade teacher of English/Language Arts stopped teaching from grammar texts and instituted a writing workshop. Describes flak he received from colleagues and parents, encouragement he received from students and from his principal, and how, over time, writing workshops have spread in his school. (SR)

Explores new conceptions of genre and genre learning: learning genres, learning through genres, and learning about genres. Argues that reconceptualizing genres as situated, social, and active, rather than focusing on formal features, can extend and enrich process approaches to writing and enhance learning in the elementary classroom. (SC)

Shows how paying attention to specific insights from the quality movement can help writing teachers rethink their own approaches to writing processes and resist the corporate takeover of institutions and students' minds. Suggests teachers revitalize their thinking about process. Discusses resisting the system. Concludes that a process approach…

Investigates, in a longitudinal study, the spelling development of young deaf children in the context of an integrated process writing classroom. Identifies/categorizes the spelling strategies employed by deaf writers as print-based, speech-based, and sign-based. Provides insights into the nature of cognitive processes in the deaf child. (PA)

Describes implementation of a writing process and feedback (WPF) model, which presented getting published as an appropriate expectation of all graduate students. The model included structured sequential classroom assignments, student editorial review boards, guest classroom appearances by published writers, and extensive feedback from faculty and…

Background: When writing a text, students are required to do several things simultaneously. They have to plan, translate and review, which involve demanding cognitive processes. In order to handle this complexity, writers need to develop a writing strategy. The two most well-defined writing strategies that have been identified, are those of a…