Offers a descriptive analysis of the changes in 14 classroom teachers who became writing researchers in their classrooms. (RL)

Reviews research and concludes that many studies support the use of various types of writing to help students develop their reading skills. (AEA)

Differentiates the two concepts of cohesion and coherence. Points out the differences between highly-rated and lower-rated essays by the techniques the writers used to achieve cohesion. Offers references on text linguistics and on European writings about discourse. (RL)

Describes two experiments designed to test the effects of self-management strategies on journal writing by beginning college writers. (HOD)

Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Shows how the case study approach was used to examine the writing processes of six sixth-grade students. (RL)

Reports on a survey of 245 Australian high school students, who wrote about what they liked and disliked about their writing experiences. Notes the implications these results have for teaching writing. (RL)

Explores questions of concern for writing research in the areas of context in writing and the teaching of writing. Discusses some research designs and procedures. (HTH)

Interviews with 25 people whose jobs require varying amounts of writing (and writing skill) provide at least beginning support for much of the research in composing, especially about the importance of purpose, audience, and the reliability of writing process models. (RL)

This study examined whether the use of complex headed nominal structures resulted in a higher qualitative rating of a passage than the use of simple headed nominal structures and whether the use of more mature vocabulary resulted in a higher qualitative rating of a passage than the use of simple vocabulary. (HOD)

A 1979 analysis of student expository writing showed that holistic quality scores awarded by teacher-raters were influenced to a greater extent by essay length and freedom from spelling errors. A replication of that investigation using a sample of students' narrative writing produced the same findings. (HOD)

Notes how current writing research models remain of limited usefulness to the study of writing development because they do not explain important conditions such as coherence, nor do they define the systematic relationships in writing contexts. (RL)

Reviews the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)

Analyzes faxes sent and received during one week by a Finnish company involved in international operations. Suggests that the business fax is a distinct, dynamic genre constituted by and constitutive of the social practices within which it is situated, with five specific subgenres: specific information, specific requests, "for your…

Focuses on the concept of resistance to prescribed forms of writing as it has been theorized in scholarship on rhetoric. Argues that writers outside the academy engage in resistance in a wide variety of ways. Draws on a case study of a civilian biologist who does his job well but finds outlets for his resistance to institutional expectations. (TB)