Concludes that teaching a set of words to students before they write an essay in which the words might be used can improve the quality of their essays. (FL)

Presents the results of a survey of several freshman composition instructors who offer their opinions of teaching writing and empirical research into the writing process. Notes the problems with such research, as well as the problems of overburdened composition teachers who receive little recognition. (JC)

Investigated teachers' attitudes toward grammar instruction in the business communications classroom. Indicated that the majority of instructors believed that business communication students would profit from grammar instruction. Presented statistics showing a 14.3 percentage of actual grammar instruction. (JD)

Outlines the research on handwriting instruction, explaining the importance of handwriting instruction, the controversy over manuscript and cursive writing, and the uniqueness of left-handers. Discusses ways to make handwriting instruction more interesting. (SRT)

Reviews the results of research on English as a foreign language conducted in Brazil using verbal report data to examine the cognitive processes and strategies people use in reading and writing. Offers suggestions for future research on the topic. (NKA)

Recommends a four-part structure for retrospective internship reports: (1) introduction, (2) narrative, (3) analysis and evaluation, and (4) appendix. Advises teachers to present the report form to the student before the internship begins to add structure to the internship experience. (SKC)

Diagnostic memos written by students in a general technical writing class reveal that students need (1) to know that strong communication skills are desirable beyond immediate job prospects, (2) information about and practice in team-writing tasks, and (3) to understand that graphics are an integral part of the technical communication process.…

Describes a "writing workshop" for eighth graders which focuses on the writing process as well as the finished product. Reports the approach's effectiveness by noting students' improvement on standardized exams and syntactic maturity of student compositions (as measured by the increase in number of words per T-unit). (MM)

Argues that successful interpretation of writing tasks demands writers' authority, confidence, and knowledge of rhetorical choices, allowing them to take charge of their own writing rather than catering to the imagined demands of a teacher. (RS)

Contends that the Given-New research done by linguists on texts can be used effectively in process approaches to teaching composition. Finds that Given-New principles of text analysis are useful in teaching individual students, but that there is more to creating coherence than simply overlapping subjects and objects. (MS)

Discusses three facets of reading-writing relationships: (1) the processes underlying reading and writing; (2) the communicative contexts influencing reading and writing; and (3) the learning outcomes derived from reading and writing, including the influence of reading upon writing and writing upon reading. (MM)

The emerging field of composition research grew up around writing instructors hired to teach required courses in freshman composition. Scholars are interested in studying how writers compose, what they intend to express, and who they believe they are writing for. (MLW)

Examines production processes of five publication houses to determine how or if requirements for expertise in the subject area, writing, and design skills are being met. Interprets the production process for technical manuals in terms of a process model of writing and strategies for improving the quality of documentation. (SKC)

Summarizes results of research addressing preparation, experience, and professional activities of technical communication teachers in two-year colleges. Concludes such teachers are established, continuing professionals, and hard-working, dedicated persons. (SD)

Examines the effects of using word processors and other writing tools on college students' writing. Finds no significant difference between the writing achievement of experimental groups (who used writing tools) and control groups (who did not). Suggests the widespread use of computers calls into question the results of such experiments. (ARH)