The study investigated the phenomenon of invented spelling in the original composition of 10 first grade and 10 second grade native Spanish speaking children enrolled in a bilingual program. From an examination of over 200 pieces of writing, categories of spelling have been suggested and examples of each are given. (Author/NQA)

The present findings imply that a readability formula is not an effective writing production criterion, even when the writer does not deliberately write to the formula. Comprehensibility of text might be better controlled through the proper use of the transformer concept (MacDonald-Ross and Waller). (Author/PN)

Compares the efficacy of objective and holistic writing evaluation, in the context of the freshman writing program evaluation procedure at a west coast university. Indicates that holistic evaluation of writing samples is a far more accurate measure of writing quality and potential. (HTH)

Discusses how microcomputers can stimulate invention in composition, through electronic mail, text analysis, and word processing programs. Describes two exploratory studies designed to examine the feasibility of using a word processor for language experience and sentence-combining activities in the elementary school classroom. (HTH)

Writing conferences enable student writers to get feedback and make improvements as they write. Both teachers and students see writing as an evolving process rather than as a unalterable product to be corrected. Tips on how to manage conferences and examples of their use with students are given. (PP)

The two studies reported explored the feasibility of computer assisted composition in helping school-age children handle high-level aspects of the composing process. The results are discussed, and lines for future investigation of computer assisted writing programs for the novice are suggested. Eleven references and two additional sources are…

A description of one teacher's method of teaching students to write a coherent text in the foreign language. The outline is organized around points in the students' progress toward mastery of the writing skill. Several paragraphs produced by students are reproduced to illustrate each point. (AMH)

Cites a lack of reading experience as a primary cause for the poor writing style of most college freshmen and encourages creating an interest in reading in the composition classroom as the most beneficial way to develop students' writing skills. (HTH)

The author relates his successful experiment with using old time radio programs to enhance listening and writing skills in his classroom. A list of companies that sell Old Time Radio (OTR) programs, and a list of projects which can be used with OTR, conclude the article. (KC)

Reports that a sequential and largely student-centered experimental teaching method significantly reduced writing apprehension of college freshmen at a faster rate than conventional composition instruction, and that the experimental method produced writing at least as proficient in overall quality as that produced by conventional instruction. (GT)

Discusses the unconscious process by which humans learn to write through imitation and repetition, and describes the employment of these techniques in English composition instruction. Argues that teacher authority, based on his/her subject knowledge and ability to communicate, is also necessary to student motivation. (JP)

Among the techniques used by successful teacher-writers such as Herbert Kohl, Phillip Lopate, and James Herndon in teaching writing are the use of extensive speaking activities, the accommodation of different writing habits, the admission that writing is difficult, and the use of varied media. (ET)

The author makes a case for teaching traditional prescriptive grammar for 10 weeks at the beginning of the tenth grade. (JM)

The relationship between writing and reading linking prescriptive and contrastive rhetoric, textual discourse analysis, ESP text research, and psycholinguistics and reading is examined. The chief axioms stressed for writers are planning and using discourse devices. How these can be translated into reading strategies is demonstrated. (PMJ)

Shows how the classroom environment provided by a second- grade teacher allowed one of her students to experience her own writing process and develop as a writer. (RL)