Writing involves two abilities, only one of which can be taught. Competence, which cannot be taught, is unconscious knowledge of language, which is acquired by hearing it repeatedly. The second ability, performance, can be taught to those with competence. Its components are confidence, process knowledge, and reinforcement. (JOW)

Discusses four interrelated aspects of identity related to the teaching of writing, including the effects of people's life histories on their writing, the affect of discourse type on identity, the impression that individuals give of themselves in their writing, and writers' expression of authorship, authoritativeness, and authorial presence.…

Investigates the theoretical basis of the writing process and describes the possibilities of word processing as a tool to support it. Writing process models are compared; the advantages of word processing are discussed, highlighting the revision process; and a model for use by elementary and secondary teachers is suggested. (21 references) (LRW)

Presents two journal exercises teachers can use to help their students develop and apply their cognitive skills. Asserts that the exercises help students to integrate what many consider to be dichotomous and frequently contradictory activities--feeling and thinking. Cites G. Lakoff and M. Johnson's "Metaphors We Live By" for the theoretical…

Discusses how a professional writer and teacher of writing helps children write better by incorporating specific images taken from their "screens"--the places where they see things in their heads. Presents numerous examples of students' poems. Notes the "screens" can also be used in writing stories or essays. (RS)

Investigates the processes which two college faculty members go through to generate knowledge that neither they nor anyone else has, to situate themselves so they can both formulate and answer questions that will contribute to the knowledge of their fields. Discusses applications of the research for teaching. (PRA)

Describes how an English teacher asks students to reflect and respond about their learning after each unit of instruction. Students in different classes planned a short story unit and a poetry unit. Cites students' writings. Despite the reluctance of students to write their reflections, the process is seen as a valuable component of the learning…

Narrates a proposal writer's experience over five weeks as a member of a team writing a grant proposal on the design and implementation of a practice-oriented master's degree program on manufacturing education and training. (SR)

Writing programs for students with deafness should include teacher-demonstration ("writing aloud"), shared writing, and independent and guided writing done by students. Activities at each developmental level should focus on emerging writers--getting acquainted with print; beginning writers--using written language; developing writers--learning the…

Discusses deadline writing: preparation, researching background material, working within time constraints, and story structure. (SR)

Describes an author's storyboard technique which elementary school students used as a prewriting strategy to roughly sketch out stories on the storyboard frames. Suggests that the technique helps students to plan and organize their stories and helps reluctant writers find the motivation to write. (SR)

Maintains that the process of learning to write summaries is a long one, accomplished in stages as text-related variables interact with the developing writer. Notes that students who receive direct instruction in summary writing based on their developmental level are successful. (RS)

Presents a nontraditional, naturalistic study of writing apprehension in the form of a dialogue between the subject of the case study and her teacher. Describes how the subject overcame a writing block (involving an undergraduate honors thesis) by writing about the block. Presents a sense of an individual writer and the social construction of her…

Asserts that there is a need for writing teachers to reevaluate the metaphors they use to think about composition. Retraces the steps taken by Robert Zoellner in 1969 to reconsider the instrumental metaphors used by composition theories in the 1990s. Offers a criticism of the writing process model proposed by Linda Flower and John Hayes. (PRA)

Relates interviews with 17 writers in 4 departments at a major insurance corporation. Describes the writers' frustrations and challenges, the reasons for not collaborating, their reasons for not needing written standards, and their document approval process. (PRA)