Describes a technical writing assignment designed to teach (1) audience awareness, (2) strategies for analytical problem solving, (3) an understanding of the patterns of organization that make the information clear to the intended audience, and (4) a mastery of the editing skills needed to make writing correct and concise. (SRT)

Examines one element of rhetorical history--the sorts of subjects teachers have assigned students and their change from objective, centripetal writing tasks to subjective, centrifugal tasks. Documents the historical evolution of rhetorical tradition. (AEW)

Recounts observations of a second grader's writing processes and concludes that students' enjoyment of writing should be cultivated. (DF)

Relates how a student's composing process will be shaped and influenced by the microcomputer and word processing. (HOD)

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

Examines the cognitive processes associated with speech and writing. (HOD)

Readers and authors respond and reply to former articles on the teaching of grammar in the composition classroom and computer assisted instruction and the writing process. (HOD)

Identifies college readers' purposeful behaviors when writing from sources, determines whether these behaviors cluster at identifiable stages in the reading-writing process, and determines whether proficient and less able readers' processes are the same. (FL)

Explores various ways that linguistics may be of value to the writing instructor. Focuses on the basic distinction between descriptive and prescriptive approaches to language and between competence and performance to show how sensitivity to students' natural communicative skills and to the variation between them can increase the instructor's…

Each student has personal fears, anxieties, and insecurities about writing, which are productive only insofar as they force students into a reevaluation of the ways in which they perceive writing. Approached logically from a nonadversarial position, writing fears can easily be dispelled. (MLW)

Describes RECOMP, a computer program developed at Louisiana State University which provides researchers with new ways of studying the composing process by analyzing and charting elements of the process as it occurs. Types of data gathered, RECOMP's place in current composition research and potential value of studies using RECOMP are also…

Describes a method for reorienting the deeply ingrained attitudes of teaching assistants toward writing by introducing them to a variety of writing problems that will give them insights into the difficulties both teachers and students encounter in the classroom. (HTH)

Explains how journal dialogues (student interaction with author) act as an intermediate step between purely personal responses to a text and formal interpretations for a public audience and how they encourage students to explore and develop ideas for essay writing. (HOD)

Argues that style and self are inextricably bound together in a writer's work, and the voice that they create emerges only after a certain level of writing development has been reached. This happens when the writer has been thoroughly immersed in a context and has had plentiful experience in a specific form of expression. (HOD)

Examines how speaking/writing relationships help and hinder communication. Suggests ways to make business communication students aware of differences between speaking and writing. Identifies research needed to further understanding of these relationships in business communication. (PD)