Notes how current writing research models remain of limited usefulness to the study of writing development because they do not explain important conditions such as coherence, nor do they define the systematic relationships in writing contexts. (RL)

Reviews the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)

Analyzes faxes sent and received during one week by a Finnish company involved in international operations. Suggests that the business fax is a distinct, dynamic genre constituted by and constitutive of the social practices within which it is situated, with five specific subgenres: specific information, specific requests, "for your…

Focuses on the concept of resistance to prescribed forms of writing as it has been theorized in scholarship on rhetoric. Argues that writers outside the academy engage in resistance in a wide variety of ways. Draws on a case study of a civilian biologist who does his job well but finds outlets for his resistance to institutional expectations. (TB)

Examines how four teachers respond to their students' creative writing. Describes how they shape their comments. Analyzes what those comments suggest about their teaching styles and classroom goals. (TB)

Elaborates and evaluates a sociolinguistic framework for the study of writing. Discusses application of the framework to the writing that takes place at a local government office. Finds that the workplace constitutes a communicative group of the local-public type, where communication is socially based and hierarchically structured with both spoken…

Investigates the amount of classroom time devoted to actual text reading and writing or talking about what was read during the reading period in elementary classrooms. Finds that students spent only half as much time learning about reading and writing as actually reading and writing. (RS)

Reports on a study that examines the planning and revising of ninth-grade coauthors to determine how collaborative writing socializes and impacts the writing process. Finds that the students' writing processes tended to resemble those of more expert writers--planning, composing, and revising collapsed into a truly recursive process. (TB)

Presents a case study of a year-long collaboration over the Internet between a systems analyst from Sweden and a technical communicator from the United States that resulted in a conference paper. Describes the progress of the collaboration, the major difficulties encountered, and the authors' conclusion about its success. Suggests how to improve…

Explores a particular case that sheds light on the complex issue of preventing and ameliorating children's reluctance to write. Discusses the authors' initial involvement in a case and describes follow-up interventions, including the use of reading to spark writing. Hopes to heighten researchers' and educators' awareness of the problem and…

Cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that became available during the period from October 1, 2002 to March 31, 2003. (Author/VWL)

Describes a small action research project currently being undertaken by a group of primary teachers and an LEA (Local Education Authority) professional development consultant for English. Explores ways in which the introduction of writing journals enhances children's confidence and competence as writers. Concludes that it seems worth looking…

Examines how art and design students' approaches to writing are potentially enriched by their creative approach to design. Suggests ways in which the art and design training could be exploited and used as a resource to produce strategies that work with all students. Concludes the key is to ask students about their creative preferences and build on…

Conducts two studies that asked whether undergraduates who attended one-to-one conferences on rough drafts improved as writers. Notes the first year focused on peer tutors, so few changes remained for students to make, and results were inconclusive; but the second year focused on a professional tutor. Finds 65% of revisions made afterwards were in…

Explores the relationship between expectations of success or failure in community college students and the functions of writing. Considers if high, medium, and low self-efficacy writers differ in terms of the range of the possible functions and usage. Reveals a direct correlation between self-efficacy on each of three dimensions. Calls attention…