Describes a six-phase writing assignment for ESL students to help them grasp the concept of an audience beyond the writing instructor. (HTH)

The effect of copying foreign language vocabulary words and/or pronouncing them aloud while attempting to learn their English counterparts was investigated in three experiments. Results were interpreted as supporting the view that copying foreign language words assists in the formation of memory codes for their written forms. (Author/LMO)

Argues that teaching arrangement inductively offers an alternative to the standard imitation of business communication text models. Asserts that the inductive method stimulates individual rather than formulaic responses to the problems of organization, and that inductively-trained writers see arrangements as a powerful element in persuasive…

Indicates that, on the first task, both the dyadic rewriting group and the individual writing group significantly outperformed the individual rewriting group on a communication score. Finds that the ordering of means on this measure (from highest to lowest) was individual rewriters, dyadic rewriters, then writing individuals. (JD)

Argues that the topic sentence can be a valuable rhetorical strategy. Examines the origin and development of the topic sentence concept, considers twentieth century criticisms of the topic sentence, and argues that readability research on the topic sentence and schema theory supports the value of using topic sentences in expository prose. (HTH)

Argues that the romantic and classical theories about writing are not necessarily contradictory and proposes a larger view of the writing process that would accommodate both theories. Notes that problems in choosing composition instruction approaches stem from teachers' failure to distinguish between two of three categories of nonfiction writing.…

Discusses the philosophical thought of Jacques Derrida and Michel Foucault as it applies to writing instruction. (SRT)

Reveals the work habits of a graphic designer/illustrator/author: where she finds her ideas for books, how she chooses colors, and what she feels is most important in her work. (NKA)

Indicates that 73 percent of the writers agreed or strongly agreed that lack of time to do adequate research was their biggest problem. Shows that 68 percent said that they seldom or never used the full text, database retrieval systems, citing as reasons institutional and personal constraints and inadequate training. (JD)

Describes clientele who could benefit from software being developed at University of Iowa for writing effective prose; what these authoring tools do and how they work; and design standards likely to produce a successful product. The software's design scheme, general design principles and objectives, and educational potential are discussed. (MBR)

This study examined effects of editing and cooperation on an instruction writing task performance on an individual transfer task. Results showed: (1) dyads significantly outperformed individuals on communication score; (2) noneditors outperformed editors; (3) completeness score with editors outperformed individuals on the first task; and (4) no…

Notes that writing center teachers' responses to students depend on what the writers want to say (content), how the writers approached the writing (process), and the conventions needed to prepare the final manuscript (skills). Discusses effective ways to conduct these three types of conferences for each stage of the writing process. (HTH)

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

Describes a method for teaching students to connect their ideas causally or logically in their writing by talking about the ideas before beginning to write. (HTH)

Describes an informal classroom research project that explored how children perceive the changes they make in their writing and what they think about when they write. (HTH)