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…

Four research models used by schools to study writing across the curriculum are compared and discussed briefly, reasons for conducting such research are considered, and recommendations are provided for those interested in conducting similar research. The models cited were used in New Jersey, Toronto (Canada), and Perth (Australia). (PGD)

Warns that researchers should be wary of student writers' accounts of their writing processes. Suggests that reasonable, coherent, even captivating accounts are limited by problems of attendance, memory, and reporting and may not be based on recall but on other cognitive processes. (FL)

A study examined the feasibility of e-mail tutoring at Winthrop University, a medium-sized state supported liberal arts university with limited technology access. Initially it looked at the questions of directive versus nondirective methods in tutoring, but it quickly spread to questions of submission, formatting, and strategy. A total of 26…

Concludes that syntax as an isolated factor carries no special effects on the two factors comprising ethos--authoritativeness and character. (FL)

Examines the description of the reading for revision process put forth in E. D. Hirsch's "The Philosophy of Composition," contending the research studies Hirsch uses are inconsistent and, taken together, do not support the general description of the reading process that underlies the argument of the book. (HTH)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Examines the characteristics of a sound and effective writing workshop program and discusses steps for planning such a workshop. (HTH)

Reports the results of analysis of revisions in 100 randomly selected sets of 12th-grade students' essay drafts. Findings revealed that there are patterns of revising strategies among the students and that these differences are associated with the quality of their writing. (HOD)

Takes a systematic approach to defining and operationalizing the notion of discourse community, drawing on data from an ethnography of writing in a workplace setting. States that a single genre varied in form and function depending on the specific discourse communities in which it was used--writing events took on layered meanings in relation to…

Explores how an understanding of the nature and purposes of reports may help women gain recognition for accomplishments, both in conventional business settings and within feminized professions and spheres of activity. Uses a case study of report writing in a club to illustrate how work reports can provide a vehicle for elevating the perceived…