Argues for the importance of letting students bring their own literacy networks into the writing center. Describes the benefits of social and cultural interaction between students and their tutors. (PRA)

Studies five peer-response groups in a freshman composition class before and after a semester of reading and responding to literature. Examines how the reading of literature affects the quality of responses to student written texts. Demonstrates the potential that the reading of and responding to literary texts holds for peer response. (MG)

Reflects on three major issues that confronted researchers conducting a comparative study of achievement in written composition as they attempt to measure performance in writing across many languages and cultures. Concludes that most assessments of writing simply measure perceived drafting quality, which is a highly subjective judgment. (MG)

Describes the writing process of a teacher/writer in the creation of a 5-novel series portraying relations between men and women over a 175-year period in which women struggle to control their own lives. (PRA)

Highlights six journalistic vows that help to create a voice in a publication or in a writer. Shares four story beginning samples which reflect a cinematic approach, a creative dictate and encouragement of writer individuality even when reporters are working in teams. (MG)

Discusses how writers' voices emerge in their writing and how it affects the quality of their writing. (MG)

Discusses the use of computers in teaching basic writing to college students. Offers computer exercises and activities which foster a whole-language curriculum. (PRA)

Finds differences in writing practices (among employees participating in writing workshops) based on educational level. Finds that a large percentage of workers with graduate training write long reports, write to other experts in their field, and spend time revising. (SR)

Provides sketches of five authors of children's literature, describing their overall style, unique contributions, and how their books enhance and broaden the experiences children receive in an integrated curriculum. (SR)

Profiles J. Patrick Lewis, a college professor and a writer of children's literature. (RS)

Examines a range of writing textbooks. Finds that many composition textbooks trivialize or misrepresent writing as process and process pedagogy. Outlines how composition theory becomes commodified. Calls for a radical revision of textbooks, including teachers helping students create their own texts. (HB)

Assistance is provided to those who aspire to publish practical articles in professional journals related to education of persons with disabilities. Topics discussed include general writing suggestions; eight components of practical writing, such as audience appeal, length of the paper, format, graphics, and multiple uses of research; and the role…

Distinguishes three constructions which begin with "it is" (extrapositive, cleft, and inferential). Examines their linguistic characteristics, notes differences in meaning and function between them and their expletiveless counterparts, and explores the uses made of them by writers of fiction and nonfiction. (MG)

Presents a discourse-based interview with John McPhee focusing attention on particular choices McPhee makes. Notes that probes (statements about McPhee texts by other readers) led to a more general discussion of the writer-reader relationship. Discusses how these two methods together afford an illuminating glimpse of McPhee at work. (MG)

Illustrates, through a description and examples, the collaboration between a university class and an elementary class. Describes pen pals and collaborative book writing as two approaches that provide student writers with the opportunity to receive rehearsal of strategies such as invented spelling, writing as a process, and integrating the language…