Investigates whether readers are aware of and have any preferences about paragraph length. Finds that readers are aware and have a more positive attitude toward writing with paragraphs of less than 100 words. Finds that paragraph length does not affect attitudes toward the expertise of the writer, ease of comprehension, or quality of the passage.…

Proposes a method for examining how disciplinary differences in knowledge making are created or reflected at the sentence level. Focuses on grammatical subjects of all sentences as key indicators of disciplinary knowledge making in sample journal articles in the subfields of psychology, history, and literature. (PRA)

Explores the expressive forms of writing (diaries, journals, "freewrites," and responsive logs) of students. Examines gender as an important component of the social and political framework in which students learn about genres of writing. (RS)

Examines spelling instruction historically. Describes a 1986 large-scale spelling analysis showing that the most commonly misspelled words are homophones, spellings based on pronunciation, and visual errors. Examines changes in student spelling wrought by the advent of word processing. Explores the future of spelling pedagogies. (SR)

Proposes that the value of formal writing conventions has diminished. Notes that, although formal conventions are important, the findings are hard to generalize. Uses content analysis to prove formal conventions are valuable and are often justified on rhetorical grounds, suggesting the dichotomy between formalist and rhetorical axiologies is…

Explores how the term "context" has been defined by writing researchers and tries to reconceptualize the construct of the term. Provides data from a year-long ethnographic study of graduate journalism education. Suggests that context for composing must include the histories of individual writers. (HB)

Finds that students understand reading and writing as demonstrations of what they know, with the purpose of giving teachers what they want, and the hope of getting an "A." Shows that they begin to believe themselves so incompetent that they no longer enjoy reading and writing; indeed, they read and write as little as possible. (SR)

Describes two chief alternative models of English instruction, critical theory, and constructivism or naturalistic inquiry. Discusses the functions of genre in disciplinary communities. Argues that naturalistic inquiry does not constitute a comprehensive corrective to the legacy of positivism. (HB)

Presents a critique of the common practice of compositionists to enlist students as subjects of close scrutiny in case studies. Considers Michel Foucault's claim that the power to educate and the power to punish are interrelated. Comments on demands for action and alternative programs in light of such concerns. (HB)

Describes the confusion and sense of dislocation felt by one Chinese woman who entered the United States to begin graduate studies in English. Narrates how this feeling of dislocation motivated the woman to undertake a search for her "self," a process that shaped her as an individual and as a teacher. (HB)

Describes the essential factors of developmental changes in argumentative writing behavior of children between the ages of 10 and 16, in particular on 4 tasks: an argumentative writing task, a textuality task, an argumentative script inference task, and an argumentativity judgment task. (SR)

Reviews current writing center debates about the peer tutor's role and authority. Presents three case studies investigating the ways in which first-time tutors and their clients enact role and authority in their tutorial relationships. (RS)

Focuses on the writing of problem and purpose statements of a report and what the authors of various textbooks say about the writing of these statements. Concludes that no single definition of problem and purpose statements exist to which the writers of communication textbooks agree. (KEH)

Describes a writing assignment designed to help students with the frequently strange and foreboding job of writing a poem. Discusses how one student and the teacher worked through the assignment. (RS)

Investigates whether students are using a process approach to writing by examining pictures drawn by first year college students illustrating their procedures for writing a paper for school. Discusses various aspects revealed in the drawings. Finds that a process approach is scarcely apparent. (SR)