Reviews Emig's methodology, highlighting both the timeliness of her study, and the flaws in her generalizations about writing teachers' expertise. Cautions against depending upon her results and those of similar studies, as the final word on the writing process. (HTH)

Explores the use of topical structure analysis as a way to understand some textual cues that may prompt revision and as a way to describe the effects of revision. Describes the methodology, results, and implications of a study of some of the textual causes and effects of revision. (HTH)

Concludes that there is some congruence between the majority of Nova Scotia's English teachers' beliefs about writing and some aspects of current research findings concerning the writing process. (AEA)

Concludes that the rhetorical specification approach to developing essay examination topics (giving writers information about the purpose of a composition, its audience, speaker, and subject) may not be the best way to elicit good writing. (JL)

Examines the modes of self-evaluation of writing quality as reported by professional writers, college students, writing instructors, and publishers. Suggests that writer resistance to self-evaluation may be healthy and that such evaluation should not come prematurely. However, without such evaluation, writers gain little from having written. (HTH)

Discusses research on the nature and strategies of children's invented spelling, including a developmental model of such spelling. Suggests ways to encourage invented spelling, while examining whether it will interfere with learning to read and write standard spelling. (HTH)

Presents and discusses research on the intellectual processes that writers engage in to attain what is commonly called "audience awareness." (RL)

Reviews research studies on the nature of children's understanding of the writing process and how teachers can better help children learn to write. (HTH)

A new teacher refutes the claim that graduate schools do not adequately prepare graduate students for the realities of writing instruction. (HTH)

Examines the evidence for both the linguistic and rhetorical hypotheses about writers' planning and presents new research on episodic patterns within the writing process itself. Uses protocol analysis to look at the content and nature of writers' plans. (HOD)

Surveys the state of writing research, research needed in the 1980s, and how teachers need to be involved in that research. (HTH)

Relates one participant's impressions of an international conference on writing that was held in May 1979 at Carleton University, Ottawa, Canada. Notes the differences between American and British writing research. (RL)

Presents a personal selection of recent research on writing and learning that provides a coherent view of children as active, intentional learners. (RL)

A college freshman level sentence-combining treatment consisting of one paragraph rewriting exercise for 12 consecutive weeks resulted in significant gains in average words per clause and words per T-unit. (HOD)

Provides both anecdotal evidence and research data from a freshman composition program to work out a relationship between theory, research, and pedagogy. (RL)