First (L1) and second language (L2) composing studies have documented similarities between skilled and unskilled native L1 writers and L2 writers. To date, there have been very few investigations on how bilingual writers attend to audience when composing in two languages. This study reports how four bilingual writers attended to audience in…

In early stages of writing, the writing process encourages "writing the way we talk," but in the end students are expected to write as academicians: a student must control his/her written level of language. For English speaking students, needing to belong to ingroups, and the casual attitude of American society both contribute to students'…

People write because they have something to say, when they have a rich experience to share, or when they have ideas to clarify and record. Effective writers learn how to communicate. This applies to adults as well as children. Teaching writing is about building on the language skills that children bring with them to school. Pupils need a rich…

Describes a study on college level remediation, examining how students classified as remedial are cognitively and socially defined. Analyzes a student's writing sample in the context of her past school experiences, future goals, and attitudes towards literacy. (MM)

Reviews 70 software programs and 19 print publications, and provides a short synopsis of the best programs. Included areas are: teaching others to use AppleWorks, writing templates, curriculum applications, tools for teachers and administrators, and desktop tools and utilities. Lists resource books for AppleWorks. (MVL)

Presents a writing method which allows students to reflect upon issues and ideas and thus encourage understanding and retention of social studies content. Divides the writing process into prewriting, composing, and postwriting, and offers techniques for each element. Includes methods for evaluating student efforts. (LS)

Describes five studies on educational computing: (1) word processing and writing processes in colleges; (2) simulations and problem solving for learning disabled high school students; (3) social interaction and problem solving in children using Logo and drill and practice programs; (4) computer access and flowcharting in programing instruction;…

Describes a research project designed to evaluate the adoption of process writing by secondary English teachers in Hong Kong. A range of attitudes is identified among the participants. The teachers' profile suggests that they can be assisted in actualizing the necessary conditions for implementing the process approach by provision of suitable…

Assessed preservice teachers' responses to information about the process of writing via HyperCard stacks. Subjects were provided with the opportunity to examine children's writing development by viewing samples of their early writing, invented spelling, and composition. The program enhanced understanding with its combination of text and authentic…

Reviews research on reading and writing development, comparing the whole-language approach with the Montessori approach for teaching reading and writing at the elementary school level. Also discusses techniques to teach students how to write poetry and short fiction, stressing the importance of both freedom and structure in evolving reading and…

Investigates the ability of third-grade students to generate essays either by hand or with a word processing program. Indicates that the length and quality of the handwritten essays were superior to the computer-generated ones, suggesting that third-grade students were not as efficient in using a word processing program to generate essays as they…

Considering the complicating effect of cultural differences in writing conventions, this study examines discourse tradition as influenced by Confucian/Taoist precepts and those of U.S. academic environments, the latter requiring rational argumentation, justification, and proof. Pedagogical implications of native-speaker and nonnative-speaker…

Fourth and fifth grade learning-disabled and non-learning-disabled students, who participated in a socially mediated writing intervention emphasizing the process of writing, writing strategies, and the role of teacher-student and student-student dialogue, were compared to a similar group of students who had not participated in the intervention.…

Provides examples of how holistic procedures can be implemented by teachers who want to supplement the required basal. Demonstrates how students' reading ability, language acquisition, and communication skills can be strengthened as teachers activate prior knowledge, provide language-rich environments, consider reading/writing connections, and…

Examines whether targeting instruction to students' weak points has an effect on their writing quality. Upper intermediate students in an English for academic purposes course were asked to write a composition before and after the instructional treatment. Comparison of results from the two tasks shows a significant increase in scores on both…