Discusses the challenge and justification for three writing instruction methods: (1) a regularly scheduled block of time for writing; (2) self-selection of topics by students; and (3) writing across the curriculum. Emphasizes the importance of creating a classroom environment and processes that nurture in students the desire to write. (TJQ)

Presents an interview with T.A. Barron, an author of a trilogy of novels about a 12-year-old girl. Topics include character development, adult/child relationships, themes, writing processes, the influence of children on the writing, adult science fiction and young-adult classification of the books, and research and rewrites. (AEF)

Uses a case study to explore the concept of academic authority and how it manifests itself in written arguments. Investigates how differences in authority are played out in the academic environment. Examines how the lack of authority shapes the reading and writing practices adopted by students. (HB)

Discussion of the use of text analysis software by basic writers in college courses focuses on a study conducted in 1982-83 at Colorado State University that investigated the benefits of using the Writer's Workbench software in a basic writing program. Data are reported on holistically scored writing samples, editing quizzes, and student…

The Collaborative Approach to Writing, which has turned reluctant writers into enthusiastic authors, involves the direct teaching of the mechanics of writing and provides students an opportunity to practice their skills as they work together to write a novel. Students work in groups to develop a plot outline, write, edit, and publish. (JDD)

The effectiveness of writing process instruction in the regular classroom with three second grade students (one learning-disabled, one low-achieving, and one gifted student) is described. All three students demonstrated significant growth in punctuation, spelling, capitalization, and fluency during the six-month period. (Author/JDD)

This 1-year study found that emergent literacy behaviors were developed in 14 children (ages 4-6) with disabilities who were exposed to daily structured literacy activities. Independent book interactions increased in complexity and sustained attention, and "writing" behaviors increased in complexity, variety, and structure. (Author/JDD)

Provides a review of some of the main issues covered in research on writing, and indicates where this research may be found. Discusses the nature of writing, learning to write, computers and writing, and evaluating written products. (PRA)

Academic writing in the fields of counseling psychology, biology, and history was examined from a linguistic perspective. Differences were found in cohesive density and in comparisons of the use of lexical ties and also in the numbers of marked and unmarked clauses and the types of marking used. (35 references) (Author/LB)

Study examined the impact of word processing on sixth graders' writing and revision skills. Students used pencil and paper or word processors, or both, to write and revise compositions. There were significant revision differences. Word processing students corrected more and made fewer errors. Overall writing quality did not differ significantly.…

Reviews the literature on grammar instruction in English-as-a-Second-Language (ESL) classes, highlighting the concerns of ESL students in communicating ideas in written English and the way in which overconcern with grammatical precision can impede the flow of ideas. Concludes that contextualization is the most effective pedagogy. (DMM)

Quantitative data based on an analysis of an in-depth survey of 247 basic second-language (English-as-a-Second-Language and foreign language) writers' responses to feedback conventions used by their composition instructors are presented. The findings provide insight into teacher behaviors that function positively and negatively as apprentice…

Maintains that the study of signs is divided between those scholars who use the Saussurian binary sign (semiology) and those who prefer the Peirce tripartite sign (semiotics). Concludes that neither the Saussurian nor Peircian analysis methods can produce a semiotic interpretation based on a hierarchy of the text's various components. (CFR)

Suggests a method for extending feminist critiques of technology to technical communications issues, especially the balancing of gender biases. Provides possibilities for the application of feminist theory to technical communications. (HB)

Discusses the part reading and writing play in the whole language approach. Offers 11 recommendations to help teachers provide a functional approach to language development. (MG)