To gather evidence in support of the relationship between writing and learning, a controlled experiment in a course in foreign policy analysis was introduced. The students who wrote more did not receive higher grades than those who had the traditional lecture format. (MLW)

Four eighth-grade students with learning disabilities were taught paragraph-writing skills using a metacognitive text structure strategy, which included an outline as a paragraph planning guide. Results suggest that when provided with such direct, intensive instruction, these students can improve their paragraph writing. (Author/MSE)

Described are techniques used in a course designed to teach biology as a process to improve students' skills in critical thinking, reasoning, and writing. Results which indicate improved performance on subject-content tests, increased student motivation, and understanding of science as a process are stated. (RT)

Examines the orderly process of rhetorical composition and inquires whether that system can be implemented as an expert system on a computer or word processor, in order to expand our understanding of the human composition process. (SR)

Presents an annotated bibliography of 113 items published in 1993 or 1994, organized into the following topics: curriculum, language, literature, researcher education, teacher education, and writing. (SR)

Examines critically the commonplace assumption that students are outsiders who need to be initiated into the academic community. Argues that the image of students as outsiders fails to consider their many years of experience in education. Suggests that instructors should position themselves as outsiders to the students' interpretive practices.…

Suggests a plagiarism policy that would respect present concerns and discipline but would allow for an enlarged range of definitions of and motivations for plagiarism. Brings to bear contemporary theoretical approaches that take issue with authoring as an autonomous, individual, original act. (TB)

This study investigated effects of speech synthesis on proofreading efficiency among 33 postsecondary students with learning disabilities. Using a speech synthesis system enabled subjects to detect a significantly higher percentage of errors, though having text read aloud by another person remained the most effective way to find…

University students with learning disabilities (n=29) wrote essays either without assistance, using human transcribers, or using a speech recognition system. Students received significantly higher holistic scores using speech recognition than without assistance; text analysis suggests speech recognition may have encouraged the use of longer words.…

Describes year-long "Container-of-the-Month" project, around which a number of second-grade class lessons and activities revolved. These included art, communicating through displays, oral and written reports, and family-oriented homework. (ET)

Suggests topics and assignments to elicit real, authentic, and expressive student writing. Such "real writing" tasks ask students to look inside themselves and to write genuine responses and about actual feelings and beliefs. (TM)

Responds to an article published in an earlier issue of this journal that outlined a way to create an "autobiography club" for new teachers in which they might share within a group their experiences and problems. Suggests a series of studies that might be conducted to complement and parallel those initiated by the first author. (HB)

Presents a transcript of an extensive interview with composition theorist and On-Line Writing Lab director Muriel Harris. Includes discussion of Harris's research, such as her work with online writing centers. (HB)

Describes the questions pertinent to the use of blind peer reviewers for refereed scholarly journals. Discusses the pros and cons of using peer reviewers. Outlines the findings of a research study to determine how authors perceived their relationship with peer reviewers, and the usefulness of peer reports. (HB)

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)