Finds that sharing research on a particular author (Katherine Paterson) with a friend's sixth-grade class increased the students' interest in both the author and her books, led to fruitful discussions with the children, and aroused their curiosity about other authors and books. (NKA)

Presents three exercises that teach good proofreading and editing skills as well as tap students' creativity on the word processor. (HTH)

Reviews the major elements of short fiction to suggest the primacy of voice in creative writing, and recommends approaches for helping students develop voice in their writing. (NKA)

Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

Defines free writing, reviews the philosophy and history of free writing, and discusses some problems that it entails. (NKA)

Asserts that most English departments are product oriented in their hiring and faculty evaluation, therefore the slow transition from product to process oriented writing instruction is not surprising. (SRT)

Discusses the problem of trying to unite the fields of composition and literature into an overall program of English studies, and how the connection might be achieved. (SRT)

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)

Describes the revision strategies of basic and competent twelfth-grade writers as they wrote for their teachers and their peers. (HOD)

Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)

One teaching approach for basic writing students is to have them transcribe their inner speech--of matching their oral language to written language. (HOD)

Presents a model that predicts writing growth in children as a logical outcome of language acquisition. Provides a list of the kinds of language learning underway in the elementary school years and suggests that teachers may use this list to anticipate where and how such learning will influence the writing processes of children. (FL)

Cites bibliographies, books, and reviews of books on communication and works on technical communication theory and instruction. (HTH)

Relates how 16 "computer writers" felt about how they use the computer for writing tasks and reports on three experimental studies that compared the performance of college students reading texts displayed on a computer terminal screen and on a printed hard copy. Findings showed that visual/spatial factors influenced locational recall,…