Examines the scene of writing as an artifact of literary modernism and uses this examination as a basis for challenging common conceptions of writers and writing. Argues that the success of curriculum reform movements in the field of composition depend on revising this iconic view of writing to accommodate students and teachers. (JD)

Offers a review of various veins of thought related to writing instruction such as traditional grammar and rhetoric, discourse processes and cognitive science, and discourse form and sociolinguistics. (SRT)

Appraises the computer as a prewriting aid. Evaluates both the quality and quantity of ideas produced by various invention techniques and programs, and compares results of similar studies by Hugh Burns and Helen Schwartz. (NKA)

Discusses taped writing protocols of three students, which indicated how differently subjects responded to small group evaluation according to the writer's personality, level of maturity, and ability to handle writing problems. (HTH)

Discusses materials in the ERIC system dealing with inservice session on writing as a process, improving teacher writing skills, conducting classroom research, and improving teaching attitudes. (HTH)

Based on interviews with university faculty, describes the impact of word processing upon their writing habits. (HOD)

Raises questions about process research in writing. Points out the need to broaden the concept of what happens when people write and the need to press some questions about processes involved in coming to know generally. (EL)

Examines the responses of 10 veteran teachers to an essay written by an ESL student and concludes that most teachers continue to mark only surface errors, even in ESL essays. (DF)

Suggests that in addition to self-evaluation of individual papers, assessment of one's overall ability to write effectively also plays an important role in the writing process. Includes the results of a study indicating a strong relationship between writers' evaluations of their own general writing skills and the quality of their written products.…

Presents results of an informal study indicating that (1) external contingencies that force writing productivity regardless of mood seem to facilitate rather than impede the appearance of creative ideas for writing, and (2) productivity precedes creativity. (HTH)

Examines the progress of college freshmen involved in an intensive writing program in changing their attitudes toward the early drafts of their writing assignments. Shows that as students write and develop their writing skills, more use their early drafts for discovering what they really wanted to say. (EL)

Reviews pertinent research and suggests theoretical precepts that can serve as guiding principles in making decisions about the design of on-line documentation. (FL)

Describes the growing autonomy of three young siblings as they wrote in the poetic function over a five-year period. Includes samples of the children's poetry. (HTH)

Examines progressively more competent writing samples from a third grader's journal to illustrate the possibilities for using journals "across the curriculum." (HTH)

Investigates the relationship between the oral and written language of one college-level basic writing student who is a speaker of vernacular Black English (VBE). Reports that neither VBE patterns in the student's oral language nor other features of orality that previous research has identified account for his writing problems. (HOD)