The study of composition is in need of a methodology to teach students about the creation of evidence and the epistemological role that it plays in all writing. For many students "evidence" is an absolute, an assortment of facts found in encyclopedias, graphs, tables, census studies, surveys, almanacs, and so on. For most instructors,…

One of the most useful models of the composing process is that derived from an interpretation of the rhetorical triangle. This basic model implies the relationships between the writer's subject, background, and audience, but it also points to the specific writing functions that underlie these terms. For example, in conceiving a subject, the writer…

An important aspect of the composing process is the element of organization--the coherent development of ideas and considerations of relevance. Most investigations of this aspect have focused on prewriting behavior or on "heuristics,""frames," or other approaches that presuppose that organization is something imposed from the…

Following a brief discussion of the heightened academic interest in writing and writing instruction, this paper presents a review of recent theories of the composing process. It next reviews case studies on the composing process. Finally, the paper offers conclusions about the relevance of the research for education. (Author/FL)

Examines the representative conceptions of process pedagogy in (1) Maxine Hairston's article, "The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing"; (2) C.H. Knoblauch and Lil Brannon's "Rhetorical Traditions and the Teaching of Writing"; and (3) Ann E. Berthoff's "Forming, Thinking, Writing: The…

Reviews the life and work of children's author and illustrator, Arnold Lobel. (MS)

Suggests the distinction between reseeing and rewriting is the difference between substitution and combination. Claims that the epistemic approach imagines composition as a process through which the writer might learn something, and sees texts as indeterminate, open to further interpretation. (MS)

The author discusses communication improvement strategies for personnel professionals. These include (1) thinking clearly, (2) focusing on audience response, and (3) categorizing to help readers relate ideas. (CH)

Addresses problems currently faced by writing labs: training staff, incorporating usable word processing, and establishing working relationships with both academic and nonacademic communities. (JAD)

Documents the search for an adequate conceptualization of writing and argues for the inclusion of personal experiences with composition as the basis for any teaching or research activity. (SRT)

This study investigated the emotions involved in the writing process by analyzing a short inventory completed by 87 novice writers before and after self-sponsored and required writing exercises. Results are presented. (Author/MT)

Argues that rather than intervening with one "ideal" composing style, teachers should acknowledge a number of effective overall composing styles--as well as options for performing each composing activity--to produce more flexible and resourceful writers. (HTH)

Examines the process of writing and concludes that a teacher's affirmation and encouragement is needed for a student to feel his or her work has validity. (DF)

Compares three approaches to writing the introduction to a scientific or technical research paper, as developed in the research literature--incremental, problem solving, and goal-oriented--including the advantages and disadvantages of each. (HTH)

Considers the results of a survey of writers which was conducted to determine the effects of computers on the written composition process, particularly how computers provide a new tool to overcome writer's block, and how writing revision becomes much easier. (MBR)