Investigates covert linguistic behavior of two groups: above-average and below-average users of language. Found that the below-average group manifested higher levels of subvocal motor activity than the above-average group during simulated tasks, but that during pausing episodes while writing, the remedial group manifested lower levels of subvocal…

Examines four topics in composition research that are pertinent to journalism instruction: writing as process, writing across the curriculum, modes of instruction, and dealing with errors. (FL)

Discusses the writing of 12-year-old boys who write daily. Presents case studies of five individual boys and describes their genre choices, individual writing strengths and weaknesses, and attitudes toward the writing process. (SKC)

Reports on a four-year study of the process of journal writing in an elementary school. Assesses student behavior as well as actual writing. (FL)

Lists recently published scholarship of interest to those who administer, work in, or make use of writing centers. (SKC)

Describes a psycholinguistic investigation of children's competence in the production of extended discourse, concentrating on discourse form (narrative versus expository) and production modality (written versus spoken). (SKC)

There has been a shift of emphasis in research on the teaching of writing. The focus changed from the products of writing to writing processes. This has strong implications for instruction. Writing curriculum should be based on the organization of the cognitive processes involved in writing skills. (Author/VM)

Examines how teacher evaluation effects students' willingness and motivation and hence the writing process. Analyzes results of a survey measuring student responses to several kinds of evaluation of their essays. Concludes that informal evaluation (e.g. peer evaluation, conferences, ungraded writing) improves students' attitudes. (JG)

Recommends that as college faculties of all disciplines become more concerned with the quality of their students' writing and seek assistance of composition faculties in improving it. The need for a common vocabulary for defining "good" writing, diagnosing problems, and recommending teaching methods is apparent. (RAE)

Tests the claims of proponents of invented spelling by comparing the progress of children encouraged to use invented spelling with those encouraged to use traditional spelling in their creative writing. (RAE)

Research is reviewed on (1) ergonomic factors which affect handwriting performance, focusing on the student's grip on the writing implement, pressure on the writing instrument and surface, types of writing instruments, and writing paper; and (2) assessment of the legibility and speed of handwriting. (Author/JDD)

Discusses the relationship between research in writing (i.e., research in "composition" or "rhetoric and composition") and English departments. Attempts to clarify writing research, asserting that English departments do not understand or approve of this type of research. (MM)

Describes a high school composition teacher's research comparing researchers' observations on students' composing attitudes and habits against those of her own students. Emphasizes the importance of classroom teachers' involvement in research. (ARH)

Examines two trends in research on literacy--formal and functional literacy--by analyzing some assumptions held by researchers representative of each. Indicates that formalists view literacy as mastery of linguistic and textual forms, while functionalists see it as the ability to use appropriate discourse forms to accomplish desired ends. (SKC)

Notes interest in recent years in using a particular type of children's literature, the predictable book, as a springboard for stimulating language experiences. Suggests that, although this practice has merits, teachers should avoid engineering literacy tasks to the point where most of the work is done for the student. (NH)