Traces the development of a project that consisted of first graders developing a book. (DF)

Looks at the nature of introspective accounts and the usefulness of such accounts in studies of the composing process. Concludes that retrospective journal accounts are a rich source of information because they permit consideration of the complex context in which composing occurs. (FL)

Compares similarities between dancing and writing and provides examples of exercises that combine dance and words. (DF)

Explores the background of "mutual knowledge"--an aspect of language theory--and modifies that notion so that it can be applied to composition theory and instruction, specifically audience analysis.

Examines what is known about writing in both a first and a second language. Describes a study in which unskilled English as a second language writers in a "developmental" college writing course wrote an essay in class, compares the study's findings with the findings of some major studies of the writing process. (SED)

The nature of meaning as it is developed through interaction between individuals is explored in a discussion of how writers lead readers to understand a text. (DF)

A professional scriptwriter describes a semester course he teaches in which students are required to write 12 scripts. (PD)

Presents a criticism of Evan Carton's description of a writing assignment, noting the contradiction between the assignment's real purpose and the rigid writing restrictions inherent in the assignment that preclude the purpose. Presents Carton's response. (HTH)

Suggests that humans discover who they are and become what they are by communicating with each other; thus, the process of communicating becomes far more important than any particular product. Advocates a rhetoric of assent that takes these assumptions into account. (other, thusBW)

Raises some questions about the way children write stories and the part teachers play in their writing. (HOD)

Discusses guidelines for the investigation and subsequent writing of a problem centered report. Examines technical writing theory and how it applies to example reports. (HTH)

Describes the writing apprehension and difficulty encountered by a teacher participating in a writing institute. Includes a copy of her final essay and some reflections on what the experience and institute taught her. (HTH)

Teachers must first become confident with their own writing before they can guide students toward being effective writers. Insight into understanding writing behavior and developing trust and control are offered. (DF)

Analyzes the use of transitional markers in 25 published essays. Concludes that while marker usage at times obfuscates rather than clarifies relationships, it can also enhance the writer's authority and provide both writer and reader with a mental respite before they plunge into the next thought. (MM)

The aim of this book is to support, inform and guide students (and by implication their supervisors) through a doctoral programme. The book is intended for students working towards either a "taught" doctorate (such as an EdD) or a course of study leading to a PhD. The authors recognize that doctoral programmes have changed and these changes are…