Delves into the writer's inspirations and techniques for creating sparse prose and simply illustrated children's books. (JK)

The author discusses the problems of writing biographies, especially about the lives of adult educators. He emphasizes the process he followed in writing a biography of Eduard Lindeman. (CH)

Demonstrates the impracticality of imposing rigorous definitions on the various stages of the writing process and the ineffectiveness of requiring students to adhere to strict writing strategies. (SRT)

Discusses three approaches to allowing individual students to approach the writing process in their own way. Describes one conceptual system for identifying learning styles in the writing classroom, based on Jungian psychological types. (HTH)

Presents a procedural model for use as a prewriting strategy to help students "decenter" or distance themselves from their writing and avoid the generalities that characterize egocentric writing. The model provides opposing viewpoints in a student's analysis of problems or issues. (HTH)

Describes a procedure technical writing students can use to test how concerns like segmentation, defining criteria, and paragraph structure may apply to finding an organization for their own texts. Essentially a heuristic, the procedure assumes that a number like three (a control number) is useful in organizing information for any kind of…

Discusses factors that interfere with students' effective use of heuristic procedures for invention in composition. (HTH)

Discusses the ability of textbooks to help teach the processes of composing. (FL)

Describes an incremental approach to writing research papers designed to promote students' commitment and audience awareness. (MM)

Recommends a 15-step cut-and-staple method that helps students improve their writing while learning to manipulate parts of their work in the revision stage of the writing process. Offers secondary suggestions in addition to the 15 steps. (RL)

Examines the whole area of contemporary composition theory. (AEA)

Discusses the pedagogical consequences that follow from distinguishing invention from prewriting. Contrasts the importance of stasis in invention, and the resulting importance of writing with an audience in mind, with prewriting techniques that merely direct students toward exploring a topic without reference to an audience. (RL)

Through the process of writing and rewriting a committed voice can be recovered in which individuals are allowed to find out what they think, say what they think, and then stop. (HOD)

Reports on ERIC materials dealing with the improvement of writing instruction. (RL)

A diamond-shaped model depicts the researcher/writer's progress from problem definition through preliminary research and major research to the stages of consolidating the data, writing, revising, rewriting, and final production. (RL)