Examines how the relationship between teacher and student alters the connection between the writer's authority and the quality of the reader's attention. Discusses how teachers assess student writing from the perspective of an "ideal text," at the expense of discerning what the student is actually trying to say. (HTH)

Shows how to teach the six writing processes on-the-job writers will need: invention; adaptation for audience, clarification of purpose, organization, control of voice or persona, and polishing. Processes are based on an informal survey of 125 writers in business, industry and government. Provides teaching methods and application. (PD)

Discusses an approach to teaching writing that emphasizes verbal transactions between writer and reader, the importance of students'"inner speech" and expressive writing, and the teacher as a sympathetic audience. (RL)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Suggests activities for using newspapers in the composition classroom. Activities include using information from newspapers during the creative process, using journalistic style to illustrate composition techniques, and using the paper as a tool in learning how to evaluate writing. (HTH)

Shows how the technique of using actual poems and corrupted versions of poems for compare/contrast discussions helps to develop students' skills in criticism and in revising poems. (RL)

Examines the powerful roles of rereading and revising within the writing process. Notes how the revision process develops student understanding of the properties of the written word. Suggests four ways by which English teachers may learn the interrelated processes of rereading and revising. (RL)

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

Offers a series of exercises designed to facilitate both discovery of content and its development into a written draft. (FL)

Proposes a model for teaching the writing process in technical writing classes, with examples of the model's application to writing titles, introductory components, resumes, and instructions. (RL)

Six core principles which serve as guides for instruction with a cognitive-developmental approach to composition are discussed. This approach combines writing as problem solving with recognition of external factors that influence writing. (HTH)

Proposes that an awareness of writing as a process is the necessary basis for building effective writing programs, provides examples of activities that promote more creative writing samples, and expresses the need for emphasis on different purposes and audiences for writing assignments to broaden young writers' styles. (HTH)

Examines the relationships between rhetoric, composition, form, and content. Notes the need to teach the forms of composition. Urges writing teachers to develop student self-consciousness and understanding of the writing process. (RL)

Concludes that remedial writers' writing processes are shorter and of poorer quality than those of traditional writers, and that what separates the groups is the ability to reflect on what is being written. (DD)

Presents early data on revision which emerged from a two-year study of the writing processes of 16 primary school children. (DD)