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…

This report presents the findings from a 2-stage, multi-method study conducted in 2000 and 2001 on the editing skills and processes which students at two schools in New Zealand used when working with word processors and with pencils. The study's main aim was to examine the influence of the use of a word processor on students' editing processes and…

Comprehensive and logically sequenced, this guide seeks to helps educators publish on topics such as classroom experience, conference presentations, or research projects. Included in the guide are practical strategies, concrete examples, recommended resources, and advice from experts. The guide focuses on writing and how it is approached and…

This article features questions and answers about "Kid Writing" (KW), the process of turning children who do not know the alphabet into fluent, proficient, and confident writers. According to the article, the questions were gathered during a live chat with the authors of "Kid Writing: A Systematic Approach to Phonics, Journals, and…

Reflection requires time. In one class, students were asked to engage in a process of written reflection about the writing they had done immediately after they prepared their papers, as they sat in class preparing to hand in those papers. Reflective writing, which Peter Elbow and Pat Belanoff call "process writing," appears throughout…

Based on the idea that a personal history is a gift to share and can restore the connection between generations, this book is animated by the belief that life has value and knowledge for others. The book traces the writing process of producing a personal history with supportive coaching, stimulating questions, shared memories, and evocative…

"Inkshedding" grew out of a process of trying to make "freewriting" into something dialogically transactional. The idea was to give writing a social role in a classroom, and thus to create a situation in which the writing was read by real readers, to understand and respond to what was said rather than to evaluate and "help" with the writing. In…

A newly-hired faculty member at the State University of New York at Cortland began a Faculty Writing Group that met every other week to discuss their writing projects and progress. What he expected was that the members would sustain themselves as writers via the newly established Faculty Writing Group. What he did not expect was that the Faculty…

Taking the mystery out of how skilled writers think, this book shares some practical tips on how to make prose more readable. It also examines some common questions about punctuation, quoting, usage issues, and stylistic taboos. The book is geared to those writers who have already been through the "textbook mill and who now hunger for helpful…