Analyzes the editing behavior of skilled and less skilled writers. Results show that while the more skilled writers almost always corrected more errors than the less skilled, the two groups performed similarly on their own essays where neither corrected many errors at all. (SRT)

Reviews a book that presents a method for teaching writing supported by theory, and that is illustrated with examples of students' and teachers' writings. The authors' methods are based on four propositions drawn from their command of modern discourse theory, philosophy, and linguistics. (NKA)

Discusses the formulation of the "Wyoming Resolution," which decries the working conditions of writing faculty members in postsecondary education and calls for the creation of a grievance procedure for such teachers. Contains a copy of the resolution. (FL)

Examines reasons for discourse communities becoming a subject of writing research. Provides a brief example of the kind of analysis possible, focusing on the composing environments of two similar organizations. (AEW)

Investigates the effects of writing ability and mode of discourse on cognitive capacity engagement across three stages of the composing process, noting that writing ability differentially affected cognitive capacity engagement across discourse modes when using the secondary-task method. (HOD)

Based on data gathered in a participant observation project that focused on young children's behaviors during school structured literacy tasks, a study examined the relationship between learning to write and learning to perform school writing tasks. (HOD)

Describes the efforts of the Crediton Project, an ongoing research project in Devon, England, to develop an assessment scheme that accounts for cognitive, affective, moral, and stylistic development in children's writing. (DF)

Examines the language of writing groups at fifth, eighth, and eleventh grade levels to determine what students say when they critique one another's work. Analysis of idea units revealed that the highest proportion focused on the content of writing. The rubric for coding ideas is appended. (HOD)

Reports on research showing that the use of a process-oriented writing program did not improve students' reading ability. (DF)

Describes recent research studies in the areas of writing (contexts, status surveys, instruction, processes, text analysis, assessment rhetoric), language (processing, development, interrelationships, language and schooling), literature, and teacher education. (HOD)

Explains why structured composition assignments produce better writing than nondirectional writing experiences, explores the reasons for this, and establishes hypotheses based on these reasons for developing a theory of composition instruction. (HOD)

Presents a method that has student reporters write headline suggestions on their stories before submission to avoid nonsignificant headlines. This technique was judged worthwhile by three professional copy editors. (CRH)

Describes a small study on student writing errors and generates three guidelines that university professors can follow to improve student writing: vary assignment types, utilize self- and peer grading, and make more use of essay exams. (CRH)

Reports on the reading processes of seven research physicists using data gathered from a series of interviews and observations. Reveals reading processes permeated with individual purposes and schema. (FL)

Concludes that structure of topic makes a difference in writing quality, fluency, and total error but not in any error ratio. Suggests that, for placement testing, educators should first decide which types of students they wish to identify, because each topic structure distinguishes low, average, and high ability students differently. Topic…