Considers problems of quantifying literary style. Examines several variables that may be used as stylistic "fingerprints" of a writer. Reviews work done on statistical analysis of change over time in literary style and applies this technique to the Bible. (CFR)

Outlines the historical development of female authorship in Great Britain during the years of the European Renaissance. Details the rhetorical strategies used by these authors to address a primarily hostile male audience. Considers the writing differences between the sexes in historical context. (HB)

When teaching writing, most high school English teachers encourage students to express their feelings. The paper discusses the evolution of process writing, which is a belief that writing is a process of discovery and not a product. The paper questions process writing, suggesting it adversely affects clarity, structure, and thought. (SM)

A summer program for gifted and talented students combined students' interests in writing and computers, as students worked together to create a "Choose Your Own Adventure" book, using computer word processing, graphics, and publishing programs to produce the book. (JDD)

Research in self-regulated strategy development (SRSD) in composition was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition. (SLD)

This study of 33 mainstreamed students with mild disabilities in grades 3-9 found significant correlations between classroom behaviors and final grades in all areas except attendance and homework at the elementary level and written work at the junior high level. Significant differences in reading scores were found between mainstreamed and regular…

Interactive dialogues between teacher and student or between student and student were used to teach revision skills to 18 adolescents with learning disabilities or English as a Second language. Both intervention conditions were equally effective in promoting clarity and thematic salience in trainees' reportive essays. (Author/JDD)

This paper examines whole language and process approaches to writing instruction, outlining their benefits (frequent and meaningful writing, support of self-regulated learning, and emphasis on the integrative nature of learning in literacy development) and weaknesses (overreliance on incidental learning and lack of emphasis on the mechanics of…

Reviews two areas of cross-cultural research (sociolinguistic research on oral interaction and the applied linguistic research area of contrastive rhetoric). Makes recommendations for using collaborative peer response groups successfully with multicultural classes. (MG)

This article presents an empirical basis for the relationship between reading and writing, a theoretical socio-historical model of teaching and learning that highlights the purposeful nature of both reading and writing as creating meaning, and instructional strategies for creating literacy events that promote learning-disabled students'…

Effects on quantity and quality of student compositions of mechanical interference, rate of production, and contentless production signals to write more were studied for 24 learning-disabled (LD) fourth and sixth graders. Results indicate that LD students' writing problems are partly a result of difficulties with mechanics and sustaining…

One technique for teaching college-level report writing consists of an essay that students use as a model for their own writing. This model, in turn, contains guidelines for composing a short essay, from title and subheadings to sentence and paragraph structure, word selection, errors to avoid, and revision. (MSE)

This article provides recommendations for teaching students how to use a story grammar cuing system to improve both the fluency and quality of their stories. The cuing system is a series of steps in the form of a checklist that serves as a self-regulatory mechanism for prompting attention, memory, and accuracy. (JDD)

Describes a four-session workshop called "Lights, Camera, Action" in which students are videotaped as they read letters they wrote from the point of view of a character in a book. Notes a positive effect on student motivation. (MG)

Introduces a series of articles exploring the nature of discourse practices and power in the writing classroom. Until recently, student writers being initiated into academic discourse were expected to disregard their own experience. These articles challenge the established authority of teacher and text, encouraging student discussion within and…