This article reviews theories and research on revision in second-language (L2) writing. It examines how and what L2 writers revise, compares the revision practices of skilled and unskilled L2 writers, and suggests instructional practices to help learners improve their L2 revision skills.

When scholars write about their research in writing programs' archives, they often face the ethical question of whether to name the administrators who were involved in documents. The author identifies and provides examples of three basic orientations to this issue, which he calls overt-historical, covert-qualitative, and hybrid-institutional.…

A study was initiated by a university rhetoric department to investigate the reliability of methods of rating student themes written as prerequisites for course exemptions. Ten experienced raters were selected to rate the beginning, middle, and ending paragraphs of 30 previously scored exemption themes that represented a range of achievement.…

This paper presents a way of looking at research in terms of its "logic" such that it is possible to identify some implications of "new" literacies for research in the area of writing. The paper begins by presenting a diagrammatic view of the logic of research and then moves on to a preliminary account of how people think of…

Reports on a study designed to determine what kinds of writing assignments (if any) junior high school teachers required of their students. Concludes that most teachers had their students do some sort of writing. (FL)

Examines research favoring the use of active voice over passive voice verbs and the influence of active voice on sentence length and position and emphasis. Discusses the implications of this rule on technical writing. (HTH)

Reports on ERIC materials dealing with the improvement of writing instruction. (RL)

Describes the author's first response to the concept of reflexivity in qualitative research. Explains how those initial perceptions were challenged when the author became a subject in a colleague's research. Considers reflexivity as a "recently researched researcher" and explains how the author drew on her experience as a research subject when she…

Discusses ethical issues involved with person-based research. Discusses the ethical discourse embodied in the "Nuremberg Code," federal regulations, and the "Belmont Report." Discusses several specific issues in research ethics to illustrate how this discourse provides new ways of thinking about what must be done to treat…

Offers a broad historical overview of research and theory in the teaching of composition, focusing on D. Gordon Rohman's study of the writing process; Janet Emig's introduction of the writing protocol; and Linda Flower and John R. Hayes's work on the mental processes involved in writing. (DMM)

Argues for a theoretical distinction between the act of composing and the act of transcribing. Examines early writing sessions and note-making patterns of writers working with traditional and computer writing tools. Finds individual writers have distinctly different strategies when writing in different technological contexts. (KEH)

Introduces the notion of "choice-based" writing, an approach which examines the range of writing options available in any given managerial context. Illustrates the benefit of a choice-based approach that recognizes contextual complexities and explores writing choices that managers find functional. (MS)

Argues that the principles of stasis and kairos belie the reputation of classical rhetoric as obsessively individualistic and that they point toward a social constructionist foundation for classical rhetoric. These principles are strikingly similar; both act as controlling principles of rhetoric and determine both the generation and aim of…

Summarizes the discussions and conclusions of the 1988 Conference on College Composition and Communication Research Network workshop. Suggests issues that should be addressed by the group in future meetings. (RAE)

Distinguishes between the kind of reading practiced in schools--reading to learn--and the kind of reading practiced in the workplace--reading to do. Places computer tutorials in a third category--reading to learn to do. Suggests guidelines for designing tutorials and for designing assignments. (JAD)