To determine whether scientists and science students would accept a simplified writing style, two studies were conducted. In the first study, respondents--1,089 scientists from agricultural experiment stations, 20 station editors, and 59 editors of scientific journals--answered a questionnaire requesting biographical information and reactions to a…

Following a brief discussion of the heightened academic interest in writing and writing instruction, this paper presents a review of recent theories of the composing process. It next reviews case studies on the composing process. Finally, the paper offers conclusions about the relevance of the research for education. (Author/FL)

Argues for a cognitive-based curriculum which ensures that students participate fully in using writing as a mode of learning. Discusses Bloom's taxonomy of cognitive skills: (1) knowledge; (2) comprehension; (3) application; (4) synthesis; and (5) evaluation. (RAE)

Reports an investigation to assess praiseworthy grading versus traditional grading. With praiseworthy grading, finds improvement in the quality of student writing, and argues that teachers give balanced and focused commentary on the strengths and weaknesses in students' writing. (JAD)

Describes a study designed to identify indices of writers' varying conceptions of self, audience, and rhetorical situation in an evolving context. Concludes that older writers used situational strategies based on relationships, and younger writers used assertive strategies based on position. (JAD)

Asserts that the complexities peculiar to "bottom-writings" (essays graded at the lower end of a holistic scale) are often overlooked. Analyzes organizational patterns of high-rated, low-rated, and professional writers, noting similarities between the latter two groups. Considers how teachers can work with the skills bottom writers…

Documents the search for an adequate conceptualization of writing and argues for the inclusion of personal experiences with composition as the basis for any teaching or research activity. (SRT)

Describes a study on peer evaluation of students' writing. Indicates that teacher evaluation of students' writing is valuable, though results do not favor teacher evaluation over peer evaluation. (JD)

Examines summaries of expository text written by undergraduate students to discover the nature of text-to-summary mapping. Finds that simple omission and one-to-one mapping of text sentences into summary sentences were the most favored strategies. (FL)

Shares responses from a survey of educators who had published articles in "Language Arts," to determine any features common to their writing and publishing experiences and what advice they would offer to other teachers wishing to publish. (HTH)

Presents writing as a form of dialog and the paragraph as a unit of implied dialog. (MM)

In 2001 the National Council of Teachers of English (NCTE) put forth guidelines for the ethical treatment of students during research in composition studies, and several scholars have voiced their fears and opinions. This paper cautions that the Guidelines' reliance on Institutional Review Boards (IRBs) to protect students may unintentionally…

In teaching writing, the "audience" became and still is fundamental, leading to the question of how students can learn to adapt their text to the assumed readership and at the same time, learn to write for their addressees. A study focused on how writers cope with the writing process, asking several questions about the concept of…

In the last few years, the focus has evolved from considering an "ethic of research" in composition studies to an "ethic of representation" in person-based research. One of the dominant questions that emerged from this shift is how researchers represent their students and their writings in composition research. What does the…

Reviews recent trends in composition research. Suggests that the apparently divergent directions of study reflect a new interest in writing as a process rather than as a product, and in reading as a response to or re-creation of the text rather than a passive acceptance of textual information. (MM)