Outlines the histories of the dominant theoretical views of the composing process including the expressive view, the cognitive view, and the social view. Argues that claims for making composition a true academic discipline must be based on a conception of process broader than any of these three views. (SRT)

States essential principles in the teaching of writing, prepared by the Commission on Composition of the National Council of Teachers of English. (HTH)

While Mosenthal's Context Pyramid Model of Classroom Writing Contexts is a useful framework for guiding research on writing, it is argued that the model is actually a special case of earlier conceptual frameworks for research on memory and cognition by Jenkins and Bransford. (BS)

Concludes that more than 15 percent of the federal income tax law's complexity is attributable to the capital gains sections. Confirms the idea that the capital gain and loss provisions substantially complicate the law in both absolute and relative terms. (FL)

Provides information on current and anticipated course offerings, programs, and workshops or seminars in technical communication at 30 colleges. (FL)

Discusses S. I. Hayakawa's contributions to the literature of semantics and explains how these relate to technical and business writing. Shows how to adapt Hayakawa's scholarship to teaching. (FL)

Reflects on the nature of composition studies as a discipline, first delineating some of its distinctive features and then discussing advantages and dangers associated with these features. (FL)

Reports on a study that examines the validity and usefulness of Rogerian rhetoric. (FL)

Linda Flower and John Hayes respond to Marilyn Cooper and Michael Holzman's "Talking About Protocols," pointing out errors in their understanding of protocol analysis and a study in which the data appear to contradict what Cooper and Holzman assume the researchers should see. Includes reply by Cooper and Holzman. (HTH)

Explores the content of advanced composition courses for upper class college students. Suggests that in addition to concentrating on the student's own writing, it would be valuable if such courses included materials from rhetoric research to make students aware of the history and traditions of the field. Cites recommended materials. (RBW)

Describes a study of the features of British children's narrative writing, at ages 7, 10, and 13. The results indicated a progression from a simple chronicle of events, through simple stories based on a disruption of the probabilities, to more highly developed stories. (HTH)

Presents a discursive survey of bibliographic resources in historical rhetoric and current composition research with annotated bibliographies for the more important sources. (MM)

Describes the results of three experiments designed to identify cues people use to paragraph text and to determine whether those cues are semantic, formal, or both. (HOD)

Are student-written reports posted on the Internet well written? Do business communications students think they are? This paper describes an assignment used during the first few weeks of a business communication course. The assignment gives business communication students a chance to evaluate a report from an Internet site that serves as a…

This paper is based on the premise that writing is a central means for learning, clarifying, organizing, and expressing ideas and information, and that all teachers should share responsibility for helping students to become writers both inside and outside of the classroom. The paper's aim is to find answers to the following questions: Why do…