Reports a study of the written English of native Arab learners which investigated: (1) the extent to which judgments of intelligibility and naturalness differed; (2) the extent to which error type and linguistic context affected the intelligibility, naturalness and interpretability of devian utterances; and (3) the basis for native speakers;…

Describes an elementary school creative writing program involving lay-readers, which leads to increased creativity, more enthusiasm for writing, and better writing skills. (DCS)

Suggests that a teacher's awareness of students' body language provides a context in which to place students' written work. (DF)

Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)

As writing spreads across the curriculum, faculty members are becoming aware of the extent to which writing is a mode of learning, a way of incorporating new knowledge and of interpreting and analyzing. Effective ways in which a teacher can respond to student writing are discussed. (MLW)

Explores writing research on the composing process regarding the relationship of the topic selected to the score obtained, the relationship of the score to the use of both an outline and a rough draft, and the relationship of the amount of revision to the quality of essays obtained. (EL)

Describes a program of the Graduate College at Iowa State University that features an "English examiner" who screens incoming students for writing ability. (FL)

A number of studies have found that essays are scored higher when preceded by poor quality scripts than when preceded by good quality scripts. This study investigated the effects of scoring procedures designed to reduce the influence of context. Context effects were found irrespective of the scoring procedure used. (Author/PN)

The values of learning to express oneself in writing are noted, major components of writing (psychological factors, content, and craftsmanship) are identified, and approaches to evaluating written language disorders through formal and informal methods are described. Intervention information focuses on hierarchial skills, motivation, content area…

Concludes that students whose teachers participated in process-model inservice training performed significantly better on a number of writing evaluation criteria than did those of teachers who had relied on a skills-approach technique.

Discusses the trials, tribulations, successes, and failures involved in designing, setting up, and operating microcomputer programs for grading essays written by students in college English courses. (RBW)

Argues that when tests equate proficiency, competency, and literacy with writing academic essays, they maintain a severely understated and mistaken notion of what it means to write well and usefully and vigorously. (FL)

Describes a workshop approach to writing instruction that creates an environment appropriate for the writing process approach to writing. (HOD)

Argues for the use of adult-adult interactions between teacher and student (as opposed to parent-child interactions) to help stimulate the revision of student papers. (HOD)