Analyzes research on the behavior of writers and applies it to the development of writing curriculum. Includes an outline of an example of goals and objectives for teaching writing based on such an analysis. (MD)

Describes a teacher's presentation in the classroom of the drafts, notes, outlines, and other artifacts from his own papers. Recommends that teachers show their students evidence of their own struggle with the writing process in order to encourage them and convince them that all writers hesitatingly begin with a mess. (JG)

Supports outlining as an invaluable tool for teaching students how to prepare to write on subjects of a logical nature and for analysis of writing of like kind. (RAE)

Examines three phases of linguistics' influence on writing instruction. Suggests that the production of context-independent, explicit texts is too narrow a goal and that helping students imitate speech in their writing is a proper goal for an advanced composition class. (RAE)

Attempts to clarify the processes the author utilized when plotting the writing of a children's book. (MS)

Recounts a boy's experiences with writing a story that helped him fulfill emotional needs. (MS)

Evaluates Heather Hemming's research project, "Reading as a Monitor in Writing" (this issue). Emphasizes the contribution this project makes to research methodology. Stresses Hemming's conclusion that the type of monitoring strategy used is not important, providing it is effective. (MM)

Argues that technical writing teachers must understand desktop publishing. Discusses the strengths that technical writing teachers bring to desktop publishing, and the impact desktop publishing will have on technical writing courses and programs. (ARH)

Argues that journal writing expands students' discoveries about themselves as writers, and extends their abilities to take charge of writing assignments in both English and non-English courses. (MS)

Discusses the research carried out by a classroom teacher which investigated students' composing processes when they are asked to observe their own process of writing. Noted three kinds of reactions--anxiety, euphoria, and normal responses. Found that the research project helped motivate students. (ARH)

Argues that sociology, as a discipline, has much to offer and much to gain from participation in the writing-across-the-curriculum (WAC) movement. Suggests a modified version of WAC principles which minimizes the amount of grading required and allows students to discover the sociological perspective as they apply writing to their course…

Reacts to A. Brand and J. Powell's report of a study done to examine emotions reported during the writing process by apprentice writers. (JK)

Discusses (1) how instructional objectives can become a constraint on students' learning, (2) how teachers need to help students overcome their fears about learning, and (3) the danger of fragmenting process approaches to learning into ritualized parts. (SRT)

Suggests that the use of visual models in writing technical material can affect the order of the entire writing process and uses a case study to explain how a model is developed, what purposes it serves, and how it affects the writing process. (DF)

Defends the use of verbal reports, or protocol analysis, as a valid means of understanding cognitive processes and writing processes. (SRT)