Presents a method that uses computers for writing placement exams, a "structured decision system." Argues that it is more economical and efficient than the process that uses real people as readers. (SR)

Investigates whether more frequent revising throughout composing interferes with the constructive processes of composition of eighth graders. Finds that the effects of word processors interact with individual student differences. Suggests that researchers and writing teachers need to consider these potential differences when prescribing word…

Examines whether accelerated college writing courses are an effective alternative to regular courses in developing writing skills. Finds that accelerated courses were less effective than the regular courses with respect to writing attitudes and percentages of student essays judged competent. (PRA)

Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Questions Freedman's conclusions by asking how "explicit instruction" and "genre" should be defined. Considers how craft, as opposed to a body of knowledge, can be learned. (HB)

Analyzes Egon Guba's claims about what empirical research is and about the models that have guided it. Questions Guba's claims that critics have found flaws in the models that have guided empirical research. Considers how these conclusions might affect instruction in empirical research. (HB)

Reviews recent theory and research on the place of purpose in technical communication. Offers a case study to illustrate the interaction of three aspects of document purpose: textual, reader-based, and contextual. (SR)

Describes research on the rhetoric of mine disasters, analyzing discourse among government agencies, Congress, unions, operators, and lobbyists. Offers rhetorical, technical, and ethical analyses of the technical documents resulting from mine disasters. (SR)

Examines intermediate grade students' intraindividual differences across different levels or units of written language in sequencing the elements of written language. Finds that performance at the word level does not predict performance at the sentence or paragraph levels and that performance at the sentence level does not predict performance at…

Details a method and rationale for unearthing hidden curricula in departments, colleges, or schools to provide the information necessary for informed decisions about the teaching of writing throughout the university. Describes information about writing within the disciplines gathered at the School of Social Work. (PRA)

Examines the affective characteristics of basic writers and questions the hypothesis that they suffer from high writing apprehension and low self-esteem. Offers evidence of a group of basic writers in a larger group who had both low writing apprehension and high self-esteem. (MG)

Investigates the effect on postsecondary students of the belief that writing ability is a gift. Finds that higher levels of belief in giftedness correlate with higher levels of writing apprehension, lower self-assessments of writing ability, and lower levels of confidence. Suggests that the belief in giftedness may have deleterious effects on…

Discusses the organization of two basic writing courses around reading and summarizing, following the typical description of summary found in composition texts. Notes that, based on their research, the authors no longer believe that summaries can be completely objective: instead, they believe that summary is an interpretive act and that students…

Studies five peer-response groups in a freshman composition class before and after a semester of reading and responding to literature. Examines how the reading of literature affects the quality of responses to student written texts. Demonstrates the potential that the reading of and responding to literary texts holds for peer response. (MG)

Reflects on three major issues that confronted researchers conducting a comparative study of achievement in written composition as they attempt to measure performance in writing across many languages and cultures. Concludes that most assessments of writing simply measure perceived drafting quality, which is a highly subjective judgment. (MG)

Describes a research project which studied how spoken and written language interweave and overlap and the teacher's power to promote literacy through talk. Describes the entire process, including the original interest in the subject, the formulation of the research question, the collection of data, and writing and teaching strategies that resulted…