Compares deaf writers to basic writers with normal hearing in terms of their apparent attention to grammatical correctness. Finds that deaf subjects devoted substantially less attention to grammatical decision making during composition. (MS)

Helps the teacher of composition who is seeking the most current sources of information about computer programs for writing classes. Provides starred items for novice computer users and suggests "English Microlab Registry" for a listing of colleges and universities that have computer laboratories for writing.(NH)

Suggests that the loss of early American rhetorical traditions encouraged approaches to writing that emphasized prescriptive rules without acknowledging the art involved in the process, but that current "practical rhetoric" is more aligned with the art of composing and is both theoretically and empirically based. (SKC)

Describes recent advances in writing analysis and their implications for English as a second language writing instruction. The principal theme emphasized is that text analysis of written products, which complements process-centered research, is needed for an integrated theory of writing. (Author/CB)

Discusses some metaphors used by professional writers when describing their revising activities to interviewers and suggests the implications of their use for research on writing. (NH)

Compares cohesive ties and chains in the good and poor essays of college freshmen. Results indicate that longer chains, greater variety of words, and greater maturity or word choice characterize good writing. (SRT)

Claims that the controversy about whether writing is a process or a product is largely unnecessary because writing is clearly both. States that the real argument in the profession regards what constitutes (1) useful research, (2) the tools needed to do it, and (3) the vocabulary within which it should be conducted. (JD)

Supports a reader oriented theory of paragraph writing. Discusses the readers' expectations of paragraphs and supporting research, demonstrates the strengths and weaknesses of the most popular current model of paragraph structure, demonstrates the power of rhetorical paragraph writing, and details the pedagogical implications of the…

Provides only slender support for the idea that there are age-related or ability-related differences in the revisions made by fifth-, seventh-, and eleventh-grade writers. (FL)

The study examined the impact of computer technology on written business communication. Experimental groups (using microcomputers) and control groups (using typewriters) produced four written assignments. Findings indicate that computer use has a positive effect on attitudes about assignments but no effect on time efficiency or product quality.…

Reports on a study of writing apprehension in writing center tutors, results of which indicated a strong correspondence between various dimensions of writing apprehension and specific teaching behaviors that do not aid the student in problem detection or writing improvement. (HTH)

Reports on a study that used two approaches to examine how words are used to create meaning in written discourse in order to illuminate the differences among a group of essays written by 12 developing writers. (HTH)

Describes the methodology and results of a study of the differences between instructors' evaluations of student papers and the evaluations of other students. The results indicated that instructors and college freshmen use different criteria and stances when judging student work. (HTH)

Compositions of 10 high-knowledge and 10 low-knowledge fourth-grade students taught by either academically-oriented or cognitive developmentally-oriented teachers were analyzed in terms of four types of propositions they contained to assess the relative influence of writers' prior knowledge and teachers' classroom lesson structure on students'…

Uses protocol analysis to compare written evaluations given to two student papers by college freshmen with those of instructors of freshman composition. Concludes that many students apply criteria that are significantly and consistently different from those of instructors. (FL)