Discusses the role of affect in cognitive processes. Concludes that to study the affective as well as cognitive components of composing is to acknowledge their true interrelatedness. (MS)

Presents a systematic strategy for examining topic-related knowledge prior to writing. Discusses a theory-based rationale for the measure, a formalized method for analyzing topic knowledge, and a guide for using the instrument. (JD)

Defines the term "hedging" (the use of words which make meaning less clear), focusing specifically on its nature and consequences in the teaching of the English language. Ways in which students can be made more aware of such language use and can avoid it are outlined. (CB)

Claims recent research involving premature editing--thinking aloud for the study--is too narrow in scope to allow for basic writers whose writing processes do not resemble the model. Using eight basic writers produces evidence to support the claim that many or most basic writers can write without editing prematurely.(NH)

Suggests that technical writing theory, which views the writing process as a process of design, can be applied in the writing classroom. Presents several strategies for teaching design, including teaching editing by levels, making better assignments, and stressing organization. (MM)

Argues that using literature in writing classes can teach students how to think, make meaning, and compose, and that in order to improve students' writing through reading, teachers must increase their emphasis on the aesthetic reading stance, which synthesizes an individual's feelings, thoughts, and observations to form meaning from a text. (MM)

Offers suggestions for teaching writing as a process, running a workshop classroom, teaching sentence combining, and evaluating student papers. (SRT)

Describes common assumptions that current views of reading and writing share and outlines features of one reading/writing connection. Claims that two selves reside within any reader, a self-image and a kind of "best self," which sets challenges, sees connections, and makes subjective judgments during the composition process. (JD)

Suggests the teacher-written essay as a useful way for writing teachers to respond to student writing and at the same time become people who write. (EL)

Argues that the word "creativity" can inhibit students from writing because they feel what they write must be completely new and original. Offers suggestions for helping alleviate writing apprehension such as stream of consciousness writing or free writing. (SRT)

Claims that baseball coaches and writing instructors have similar responsibilities--to lead their pupils through the tasks to be learned, not simply to tell their students "how it is done." Argues that the process approach to instruction provides students with the feedback that is essential to learning without unnecessary pressure. (JD)

Discusses how junk mail letters can be used to teach students about rhetorical choices and the process of writing. (SRT)

Presents desirable teaching behaviors that can help teachers provide effective instruction in writing and deal with all three stages of the composing process. (FL)

Asserts that the main goal of writing instruction is to help students attain the competence necessary for academic discourse and the most effective way to do this is to teach the basic strategies for uncovering the rules that govern discourse in any particular context.(SRT)

Discusses a study that explored college freshman English students' feelings toward peer evaluation and concluded that this form of evaluation should be included to some extent in all composition classes. (DF)