The use of the dialogue for the exposition of ideas and as a possible solution to the problem of student essays is advocated. When writing a dialogue, a student will evaluate, analyze, compare, and discuss. Some sample dialogues are provided. (MLW)

Reviews the objectives of composition within the total English as a second language curriculum. The limitations of popular instructional methods are discussed and the introduction of controlled paragraph rhetoric is suggested. (CFM)

Descriptive grammars based on sets of rewrite rules were constructed to summarize the structure and organization of 120 entries in a second grade student's journal of class news. These rules illuminated the relationship between experience, abstraction, and generation of structure, and the use of structure to express complex thoughts. (PMJ)

Investigates the relationship of reading ability and age to children's recall of expository text after reading and analyzes children's sensitivity to text structure. (MKM)

Suggests two shifts in perspective that will help turn writing across the curriculum courses toward aim and away from mode as a central organizing principle. Suggests a theoretical shift from "mode" to "topic" and a practical shift from single to plural textuality, combining several textual paradigms as demonstrated in the…

Describes the Cognitive Strategy Instruction in Writing (CSIW) program by discussing: (1) knowledge bases that are useful for expository writing and reading; (2) features of instruction inherent in CSIW that help build knowledge for successful writing and reading; and (3) the effect of CSIW on students' expository writing and reading. (MG)

The oral reading behavior of 15 English-as-a-Foreign-Language (EFL) proficient Iranian readers was psycholinguistically analyzed. Results show that cultural schemata affected the reading comprehension and strategies of EFL-proficient readers reading expository texts. (SLD)

Fifteen students read expository texts and filled in deleted words and phrases. The five deaf high school youths reported using similar strategies as hearing elementary school youths and hearing reading-disabled high school youths, but deaf readers more often relied on rereading and background knowledge, whereas hearing readers more often used…

This article suggests ways that teachers can use videotape recordings to improve listening skills and enhance text structure instruction in the intermediate grades. Students develop story maps for narrative videos and texts and create organizational pattern guides for expository videos and texts. Lists of suggested videos and children's books are…

Reports an exploratory study on the acquisition of one type of nonnarrative writing by 10 fifth grade beginning English-as-a-Second-Language (ESL) students, including a description of 6 lessons leading up to the writing. The findings support the position that young children learning ESL can cope with linguistic and cognitive demands of…

Examined the knowledge level of 20 preliterate kindergartners about information books at kindergarten entry and after three months during which time information books were read aloud almost daily. Found that pretend readings of unfamiliar wordless information books in September contained key features of information book language; December readings…

Presents an account of how a composition program can effectively address English-as-a-Second-Language (ESL) writers' linguistic, strategic, and rhetorical differences without separating them from their native-English-speaking (NES) peers. The program provided a positive cross-cultural communication experience for the ESL and NES participants. (six…

This article describes how one U.S. school district created a planned writing curriculum to provide strong, cohesive instruction for all students. Because of teacher preferences, some children received little instruction in expository writing, and scores on the state writing assessment fluctuated widely. The authors focus on how all teachers came…

The paper examines two basic modes of text building, first proposed by Sinclair 1994. It argues that these textbuilding means are not just different, but are, rather, operational opposites. It suggests that this difference means that ESL learners who first acquire one mode of text building are, by this means, also equipped with the wherewithal to…