Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)

Describes the revision strategies of basic and competent twelfth-grade writers as they wrote for their teachers and their peers. (HOD)

Describes an activity that involved eight-year-old children writing stories for three- to five-year-old children. (DF)

Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)

Summarizes the results of research on oral and written language processes and lists problems with computer software that does not reflect that research. (AEA)

Relates how 16 "computer writers" felt about how they use the computer for writing tasks and reports on three experimental studies that compared the performance of college students reading texts displayed on a computer terminal screen and on a printed hard copy. Findings showed that visual/spatial factors influenced locational recall,…

Details responses students got from an assignment in which they were required to ask questions of people in eight different occupations about the kind of writing they do in their jobs, the most important qualities of writing, and the biggest problems they see in the writing of others. (EL)

Reviews current research in Australia in the areas of writing, reading, spelling, and using the microcomputer in the English classroom. (EL)

Discusses the results of a study in which 130 college composition textbooks were examined in order to determine the role that expressive discourse plays in the teaching of writing at the college level. (DF)

Describes a study that explored the collaborative writing processes of a group of business executives over the course of a year as they prepared a vital company document. Shows how context affected the writers' conceptions of their rhetorical situations and their writing behavior and how the rhetorical activities influenced the structure of the…

Discusses one teacher's gradual acceptance of poetry as a useful means for teaching many areas of the language arts. Includes a case study of one student's growth as a poet. (HTH)

Presents a strategy for teaching paragraph cohesion based on the "given-new contract" theory of information transfer that explains why and how to construct unified and cohesive paragraphs. (PD)

Describes the methodology and results of a study of changes in composition pedagogy in elementary schools. Results indicated increasing time allocated to oral language activities unrelated to writing and decreasing amounts of time allocated to letter and prose writing, word development, and oral exercises used as prewriting strategies. (HTH)

Describes the development of a domain-referenced system intended to both describe and classify current writing assignments and to create composition assignments. (HOD)

Reports on a study designed to reveal differences in quality ratings that teachers in three high school curricular areas--English and social studies, mathematics and science, and business--gave to representative samples of freshman writing in the argument mode. (RBW)