Analyzes the writing processes of a businessman-engineer and discovers that not all of the generalizations about composing are borne out in the way the subject writes. (FL)

Examines ERIC materials on the nature of and supporting the use of invented spelling in elementary school writing. (HTH)

Responds to criticisms from the preceding article that writing process research, specifically that of the author, has not extricated itself from pedagogy and the classroom. (HTH)

Looks at three articles that demonstrate how current research and theory on composition is insisting that the rhetorical concerns of "audience" and "purpose" are integral to the processes of writing. Discusses how these articles narrow the pedagogical gap between writing process theory and rhetorical concerns. (HTH)

Examines the differences in quality ratings that 20 teachers in each of three high school curricular areas gave samples of written argument by college freshmen and investigates the relationship between the three groups of quality ratings and eight syntactic and mechanics-of-writing variables. (FL)

Discusses the writing process as it is represented in recent research and practice, with emphasis on (1) rhetorical concerns; (2) the arts of invention, style, and arrangement; and (3) efforts to expand writing instruction beyond traditional courses and disciplines. Recognizes a shift that characterizes writing as rhetorical problem solving.…

Reports on an experiment during which English teachers collected pieces of writing that their students had prepared for assessment and gave them to other English teachers for grading. (HOD)

Points out reasons why educational innovations fail and suggests ways to make current efforts in writing instruction more successful. (JL)

Presents five research-based writing models to help student writers analyze their composition processes: (1) discovery, (2) direct writing process, (3) five-stage process, (4) write-talk-write, and (5) four key questions. Discusses advantages and disadvantages of each model. (PD)

Examines research studies that provide a useful basis for assessing what teachers may realistically expect from sentence combining. Divides those expectations into two categories: those relating to increased syntactic fluency and those relating to the improvement of writing quality. (HTH)

Discusses the findings of a study of teachers' written comments and evaluations of student essays. Among the results of the study are the fact that most teachers' comments were not text specific. (HTH)

Proposes three basic strategies of inquiry essential to good writing and reports the results of studies on these strategies. (JL)

Reports some of the findings about the problems of adult writers taken from a survey of 254 top-level and mid-level managers. (HOD)

Presents the results of a survey that was conducted to construct a broad picture of the writing of college educated people in general. (JL)

Discusses the results of a survey of college graduates to determine the quantity of time given to writing during their workday and how much writing they produced during that time. Concludes that amounts of writing and writing time varied, depending on the discipline in which the respondent had majored. (HTH)