Argues that a theory-based explanation is needed to understand the nature and reasons for students' problems with writing persuasive researched papers. Proposes that teachers nurture creativity by teaching students to see themselves as scholars and to set reading and writing goals for themselves that will allow them to think constructively. (MG)

Discusses how a high school writing teacher became increasingly aware of her own writing processes and attitudes toward writing. Reflects on what makes writing worthwhile for her, what prompts her to write, and what part revision plays in her writing. Notes that becoming a reflective writer has changed the way she teaches writing. (RS)

Suggests that technical writers should emphasize similarities rather than differences between oral and written discourse. Argues that implicit rules of conversation have much to offer the technical writer. Illustrates how the principles of conversation can be applied to the process of writing instructions. (KEH)

Argues that, although Peter Elbow's and David Bartholomae's pedagogies attempt in different ways to authorize students to write, both rely on the experience and resistance to language as the primary means of empowerment. Suggests that Elbow and Bartholomae must continually defer authority, keeping it suspended between experience and its…

Suggests that students keep writing logs (a record of problems and solutions, techniques, and strategies) as a way to develop conscious control of their writing processes. (RAE)

Examines the opposition of objectified exposition and personal narrative posited by rhetorical tradition and maintained by most composition texts and syllabi today. Argues that the best thinking and writing are simultaneously personal and public, infused with private meaning and focused upon the world beyond the self.(MG)

Examines the role of orality in multiple-audience analysis and adaptation. Finds that interaction is the central means of analyzing and adapting discourse to multiple audiences, fulfilling rhetorical and social goals, and building and sustaining a corporate culture. Suggests that orality is more potent than literacy in composing behavior and…

Describes using meditation to write with greater concentration, continuity, and depth, at any level of writing skill. Describes how to consciously cultivate the ability to focus, follow, and trace ideas through writing. (SR)

Tests a theoretical model of hemispheric brain activity which attempts to explain the relation between visual ability and verbal written compositions. Concludes that the model which indicates that synthesis is a right brain activity and that visualizing activity can assist synthesis is supported for right-handed students. (RS)

Examines students' frequent failure to write meaningful essays in light of their inability to use personal experience as a basis for their writing. Compares the processes of writing and experiential learning. Suggests ways of transforming writing assignments into learning experiences. (DMM)

Argues that emphasis on process has reduced the amount of time teachers spend teaching basic editing skills. Offers eight suggestions for incorporating instruction in punctuation into a process approach to writing. (MS)

Proposes to improve spelling at the high school level by incorporating it into the writing process, using computers to the best advantage, and fostering the improvement of both critical and creative thinking skills. (MS)

Presents excerpts from eight of the many manuscripts received in response to a call for papers about whether other teachers could become like Nancie Atwell by reading her book "In the Middle." Results indicate that junior high teachers all over the country are emulating, adapting, and extending her methods. (RS)

The study of the effects of instruction in two revision strategies (mechanics and content) on the paragraph writing of 54 learning disabled students (grades six-nine) found that instruction improved mechanics of writing but did not result in improved content. Order of strategy instruction did not effect results. (Author/DB)

This article describes features found in computer-supported writing applications, such as speech synthesis, word prediction, and grammar correction, which can support writers who have writing disabilities. The article suggests possible uses during various phases of the writing process, and provides a matrix identifying features contained in a…