Categorizes the editorial changes on the transcripts of the William Haber Oral Biography Project to better understand how to adapt speech facility to writing. Discusses the implications for writing instruction in terms of voice, tense, and audience. (HTH)

Examines research work done on how writers think as they compose in nonacademic settings and relates their findings to reading instruction. (HOD)

Relates how E.B. White's classic teaches the young reader the complicated pleasures of becoming a good writer. (HOD)

Describes a "composing process paper" assignment designed to make students aware of their own writing processes and to teach important problem-solving skills. Provides a series of protocol questions students can discuss before writing descriptions of their individual writing processes. (HTH)

Maintains that the concept of decontextualization is fallacious, and that meaning is a dialectical process between reader and text involving, in addition, the intentions of the writer as well as the historical and cultural contexts of the text, or its place in the world of intertextuality. (EL)

Proposes as a follow-up to an article on controlled composition for basic writers a necessary bridge between strict copying and independent composing. (HTH)

Explores the complexity of the concept "specificity," then looks at some of the misinterpretations made by developmental writers to illustrate how developmental writing students have difficulty moving from abstract to concrete. (HTH)

Considers intellectual core and boundaries of composition as a domain of inquiry and action with intention of contributing to the larger philosophical enterprise existing in composition, wherein scholars are attempting not only to explore the conceptual frameworks of the field and its relation to other disciplines but also to examine the nature of…

Suggests that the information processing model of writing developed by cognitive psychologists provides a construct for researchers to work with but has little to contribute to classroom pedagogy. (MM)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

Surveys three current perspectives on audience, exploring the strengths and weaknesses of each without arguing for the superiority of one view. Provides a conceptual framework that will clarify some of the things composition theorists can mean when they talk about the writer's audience. (FL)

Students may copy words while being incapable of communicating through writing, a deficiency which may be identified using three techniques for analyzing generative writing samples: (1) interpretation of cluster errors, (2) differentiation of linguistic disability from symptomatic frustration, and (3) use of word restoration exercises. Samples of…

Berthoff defends her textbook "Forming/Thinking/Writing," stating that is is devoted to providing opportunities for students to discover their own minds in action, without "compartmentalizing" the writing process, as Gebhardt suggests. (HTH)

Flower defends her book "Problem-Solving Strategies for Writing," stating that contrary to Petrosky's interpretation, it does not take an out-moded, logical positivist view of communication theory that treats thought as an object to be transferred while ignoring the constructivist nature of both reading and writing. (HTH)

In this electronic age, handwriting seems to have lost its place in America's classrooms. But while today's students do use the computer for many projects, ultimately they need to have legible handwriting--for employment applications, loan applications, formal social correspondence, note taking, and test taking. Here, the authors call for a…