Describes a case study of the composing strategies used by a professional writer, Donald Murray, concentrating on his planning and revision processes. (FL)

Suggests that through commenting on their own papers, students gradually develop a sense of an imagined external audience and of themselves as writer and audience. (MM)

Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

Describes some of the insights that an Eastern perspective, particularly the tradition of Zen, might give to the act of writing. (HOD)

Annotates books and articles that would be useful to someone who is becoming acquainted with the new rhetoric, that take note of the research and theory developed in the last two decades, and that seek a paradigm for rhetoric that will take into consideration changes in attitude and knowledge. (HOD)

Instead of approaching writing form as a quality essential to the finished product, it may be useful to discuss it--at least initially in the writing process--as something that emerges during writing and that can be refined during the last editing stages of the process. (HOD)

Recommends ways teachers can help students write better research papers. (JL)

The author explores problems in technical writing, the editor's role, and the author-editor relationship. He presents a list of basic writing rules to help the technical writer achieve success. These involve subject matter, deadlines, purpose, topic sentences, arrangement, clarity, idea development, examples, vocabulary, reading level, and…

Describes a teaching unit designed to help students discover the interaction of writer, subject, and audience. Reviews the major types of writing used in the unit and the various audiences for whom the students wrote. (FL)

The personal comments of literary naturalist, John Burroughs, whose 60-year writing career began in the 1860s, can guide writing teachers today. Recommended techniques include literary walks, a fermentation process between contact with nature and writing about it, emphasis on clarity and truth, and keeping a journal. (NEC)

A New Jersey school district decided that, if students were to become good writers, they need a reason to want to write everyday. Reasons developed by teachers included: (1) writing to pen pals; (2) preparing booklets on class activities and interests; (3) developing a newspaper and dictionary; and (4) writing their own books of poetry, short…

Argues for the importance of applying theory to practice and reports on a study in which a teacher used process-oriented theories of writing in her classroom and found that they led students to examine their own writing processes more carefully and to become more excited about their writing. (FL)

Identifies some of the assumptions and implications of the current research about writing and shows why they are open to question. (RL)

Uses Thomas Kuhn's hypothesis on paradigm shifts--changes in a discipline from established models to newer ones--to examine the developing shift in writing instruction from the product-oriented to the process-oriented model. (RL)

Explains why writing is a mysterious, complex process dependent on a lifetime of experiencing, feeling, and thinking, and why English teachers should be emphasizing writing to an audience more than the learning of mechanical rules. (RL)