Explores the benefits of using a voice-graded writing approach, which offers instructors an opportunity to engage in virtual office critiquing of student assignments. (SR)

Presents results of an experiment seeking relationships between motor activities and more central language production processes. Concludes that the same motor program was used for occurrences of repeated morphemes in the experiment. Reports that nonrepeated morphemes were recovered from verbal memory while the preceding repeated morpheme was being…

Reports on the gender-related difference in out-of-school writing experience of adult students returning to college. Discusses implications for teaching, maintaining that the differing writing backgrounds such students bring are resources to be utilized rather than deficits to be remedied. (SR)

Examines interactions occurring when writers collaborate, and explores how writers use computers to collaborate. Describes a case study of one group in an upper-level business and technical writing course taught in a computer-assisted writing lab. Concludes that students used computers throughout the collaborative process primarily to share drafts…

Examines groups of business writing students containing high- and low-apprehensive writers, communicating about writing in both a face-to-face setting and through electronic mail. Concludes that, for both types of writers, collaboratively planning documents on e-mail enhanced the collaborative process. (MM)

Provides information about how Canadian universities organize writing instruction. Presents the results of a nationwide survey of Canadian universities concerning writing instructors, writing researchers, and the scope and range of instruction. (HB)

Compares children's scores on a reading and language inventory to parents' responses to questions about the home literacy environment. Finds that some parents provided a positive literacy environment for their children. Notes that children with higher scores are more likely to have parents who provided their children with a rich literacy…

Analyzes the literary thesis papers (based on voluntarily selected books and required of all 675 seniors in a comprehensive, academically superior high school). Finds that young adult literature is perceived by older adolescents as worthy for literary analysis, but their teachers may not fully share their belief. (RS)

Describes a year-long study of the reading dialogue journals of eight eighth grade students. Finds that responses dealt with ongoing business, summaries, metacognitive responses, connections, and evaluation of text and author. Discusses how such journals promote reading development and how journal entries differ according to audience. (SR)

Proposes a pedagogy of struggle--a pedagogy which foregrounds the active role students can play in both their education and in the formation of oppositional discourse within the academy. Discusses samples from papers written by a student to explore how educators might enact such a pedagogy when teaching revision. (RS)

Examines how two different writing tasks of writing from sources influence students' thinking in reading and writing. Finds that students interpreted the two tasks differently but showed no differences in the proportion of prior knowledge included, nor in learning. (SR)

Analyzes 50 scientific papers selected from the top 100 most-cited papers for the period from 1945 to 1988. Finds that most are in biochemistry and became citation superstars because of method or material discoveries usable in other people's research. Discusses the typical form and writing style in these papers. (SR)

Explores the sociohistoric notion of disciplinarity in a case study of how a sociology student's dissertation prospectus is negotiated in a graduate seminar. Foregrounds emergent, nonlinear, discursively heterogeneous practices of disciplinary sense-making. Details the disciplinary work of revision. (HB)

Describes the writing and drawing produced by a group of first-grade students during "writing workshop" time throughout the school year. Considers whether genres emerge in ways analogous to other aspects of writing development. Suggests that genre may indeed be emergent. (HB)

Offers two case studies which demonstrate gaps between teacher's and students' understandings and valuing of writing and revision. Argues that the more specific teacher's comments are, the more likely that students see immediately what revisions need to be made; and the narrower the conceptual boundaries of the comments, the more likely students…