Presents a content analysis performed on 157 electronic mail files received over the course of several months by a middle level manager in a computer services department of a large organization. Suggests that computer mediated communication changes communication function and context in certain specific ways, which are reflected throughout the…

Argues that empiricism has a role as a complement to humanistic methodologies in composition research. Humanistic methodologies yield the stuff of hypotheses; empirically proven hypotheses provide further ground for humanistic interpretation. (MS)

Provides an initial test of a multidimensional model of written communication apprehension as the construct relates to syntactic language use. Finds support for a multidimensional model of writing apprehension and for the impact that syntactic choice has on an individual's perceptions of writing apprehension. (MS)

Describes the changes basic writers made to an impromptu in-class essay when the essays were taken home and revised. Suggests that some basic writers have sophisticated revising skills, and that assessment which allows time for revision can give these students the opportunity to demonstrate their skills. (RAE)

Uses a systems approach to organizational theory to argue that technical communicators function as "boundary spanners," who make sense of and disseminate information required for coordination between organizational groups, and for effective responses to the environment. (JAD)

Provides a selected, annotated bibliography of articles from books, monographs, and periodicals. Emphasizes new theories and approaches. Excludes book reviews, textbooks, classroom activities, and studies of writing in elementary or middle schools. (MM)

Examines research on using word processors for writing and writing instruction. Argues that research can mislead and discourage teachers from using computers in their classrooms. Asserts that word processing encourages students to have fun while guiding them through the revision process. (MM)

Examines topic sentences in academic writing, specifically the percentage of (1) minor topic sentences, (2) minor and major topic sentences (combined), and (3) topic sentence "influence." Shows that writers rely heavily on topic sentences, although there are variations across disciplines that may be attributed to paragraph length,…

The author reviews traditional and emerging writing models and theory and discusses the implications of recent research on composing and writing instruction in middle and junior high schools. (MT)

Rather than prescribe activities, teachers should approach the development of literacy programs from a functional point of view, allowing students to achieve purposes relevant to their situation. Research leading to this view is summarized. (MT)

This article surveys the history of individualized writing instruction. A theoretical rationale for such instruction is developed, and experimental studies dealing with individualized instruction are summarized. A model for individualized instruction, based on a student-centered approach, is presented. (CB)

The author argues that Fagley's and Miller's criticisms of his Contexts Pyramid Model of Classroom Writing Competence (TM 510 548) reflect a misunderstanding of the purposes and the assumptions underlying the model. (BS)

Cites over 70 periodicals relevant to the study and teaching of composition, intended to promote fresh professional exchange by calling attention to the many opportunities for reading and writing in the field. (HTH)

Comments on the previous article (CS 730 577), pointing out areas of agreement and disagreement. (FL)

Ross Winterowd responds to Gary Sloan's "Transitions: Relationships among T-Units," by exploring the flaws in an earlier article by Winterowd that Sloan appeared to have missed in his criticism, particularly distinguishing between cohesion and coherence in writing, and between the writer's and the reader's cognitive processes. Includes a…