Presents a theoretical framework for teaching and learning research literacies. Describes a classroom demonstration involving graduate student cohorts in appreciative inquiry into practitioners' ways of writing. Addresses the issues of human subjects, informed consent, and the ethics of representation. (Contains 49 references.) (SK)

Discusses three major positions regarding spelling instruction: the incidental, the developmental word study, and the basal speller approaches. Presents an overview of nearly a century of research into spelling instruction. Argues that a modified basal speller approach can provide classroom teachers with an efficient and adaptable tool that can…

Explores the participants' perceptions and practices about writing, and ascertains some of the critical influences upon the development of teachers' and children's creative competence in the writing classroom. Seeks to empower teachers to develop their own creative potential in order to enrich children's written voices. (SG)

Describes a drama-based language arts unit taught to a fifth grade class. Provides empirical evidence that drama as a strategy of instruction embedded within a writing/language arts unit helps students improve their writing. Suggests continued research and development of drama as a strategy of instruction. (PM)

Contributes to the knowledge of portfolio systems for writing evaluation by sharing evaluative procedures and their results. Reports on the results of a survey of students evaluated using a portfolio system. Finds that students preferred the portfolio system. (RS)

Evaluates a method of re-drafting that puts the emphasis on meaning rather than appearance of text and reveals pupils' ability to improve their written work unaided. Presents evidence concerning how a group of low ability students alter their own written work when reading it aloud. (MG)

Examines the frequency of coauthoring. Summarizes the issues confronting coauthors. Argues for the formation of business communication coauthorships within the discipline, interdisciplinary coauthorships, and coauthorships with academia and business. (RS)

Examines whether prerequisite relationships exist between five analytical components of English-as-a-Second-Language (ESL) composition: content, organization, vocabulary, language use, and mechanics. Finds the need for an approach to writing which recognizes that "separate skills" are actually highly interrelated. (MM)

Outlines two rhetorical principles for producing iconic-mosaic texts--the principle of complementarity and the principle of compensation. Shows how these principles can be applied to practical problems in coordinating the writing and design processes in student projects. (RS)

Describes the effects on the teacher and students of a collaborative teaching/research project in which the basic-writing students researched their own writing with the teacher. Notes that the basic writers became more interested in their own writing and learning. (RS)

Studies the significance of memorandum subject lines (the thematic titles or topic statements of memorandums) through an analysis of 483 memorandums. Describes a taxonomy which classifies a subject line as either neutral (introducing a topic without revealing the writer's intention) or directed (revealing intention). Argues that the taxonomy…

Disputes assertions by some academics that Chaucer was the first technical writer in English. Suggests that numerous examples of technical prose predated Chaucer's works. Argues that technical writing historians will find it more profitable to investigate the tradition of English practical prose than to find further firsts for their field. (SG)

Examines the effects of essay topic variations on the writing performance of honors students and students of low ability taking Florida's College-Level Academic Skills Test (CLAST). Finds that the effects of variations in essay topics are not significant compared to general verbal ability in English and prior experiences in writing. (RS)

Presents a study examining the effects of using pen and paper and word processing on planning processes. Results show that writers using word processing alone: (1) planned less overall; (2) planned less before beginning to write; (3) did less conceptual planning; and (4) did more sequential or local planning. (RAE)

Examines the collegiate version of "Writer's Workbench" (a computer program that analyzes the surface elements of students' writing and provides feedback to assist in revision) on the writing of sophomore technical writing students. Concludes that "Writer's Workbench" can be an effective but limited tool for technical writing…