Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)

The reasons why so few academicians write for publication when the benefits are so great are described. New insights into scholarly writing discount commonmplace reasons for not writing and point to misconceptions about the writing process, poor work habits, and possibly inequitable editorial practices. (Author/MLW)

Describes one third grader's development as a writer as she participated in classroom writing workshops (peer and teacher feedback) and, in particular, her development as a reviser of her writing. (HTH)

Discusses how one teacher used writing--her own writing as well as that of her graduate students--to learn, about student interests, their writing attitudes, and what a writer really is. Describes the use of dialogue journals, use of excerpted entries for class handouts, and the use of writing for more constructive student assessment. (HTH)

Describes efforts in the Canadian provinces of Manitoba, British Columbia, New Brunswick, and Ontario to require actual samples of student writing on English performance tests. Includes a bibliography, a holistic marking scale, and an outline of criteria typical in analytic scoring. (EL)

Discusses the results of a study in which 130 college composition textbooks were examined in order to determine the role that expressive discourse plays in the teaching of writing at the college level. (DF)

Suggests that certain teaching methods are successful in teaching both English to the deaf and English as a second language (ESL) to remote-language-base students. Presents characteristics of American Sign Language and guidelines for managing deaf students in an ESL classroom. (SED)

Presents a strategy for teaching paragraph cohesion based on the "given-new contract" theory of information transfer that explains why and how to construct unified and cohesive paragraphs. (PD)

Describes how short films can be used as paradigms in the composition class, gives several examples of particular films, and describes how to include film in a class. (CRH)

Appraises the results of an exercise in which students in a composition class attempted to write detective stories. Concludes that many of their syntactic errors result from their intentions exceeding their level of writing skill. (RBW)

The Maryland Functional Writing Program is designed to increase student performance in writing through improved instructional and assessment procedures. The Declared Competencies Index lists two writing goals supported by 39 objectives. A combination of direct and indirect writing assessment is used. (DWH)

In this study of 40 fourth graders and two teachers, the influence teacher ideological differences have on how children learn to write during classroom lessons was investigated. Analysis of narrative compositions based on a picture sequence revealed significant differences between student compositions for an academic teacher and a…

Describes a writing unit for junior high students in which they respond in writing to art reproductions or photographs and are responded to in turn by their classmates. (CRH)

Presents four principles to use in creating inconspicuous sex-fair language: (1) be consistent, (2) use words not marked for gender, (3) make the surface structure match the deep structure, and (4) use dual epronouns only when they contribute to clearer understanding. (MM)

Researchers investigated whether inservice teachers' attitudes toward writing would be more similar with linguists' attitudes after participating in workshops stressing a process approach to writing. The workshops did influence teachers' attitudes, so that they relied less on rules and more on language usage to dtermine the appropriateness of a…