Reports on writing research about revision. Notes the implications of this writing research for classroom applications. (RL)

Reviews research on sentence combining. Notes some of the specific problems of using sentence combining and points out the particular values that make it an instructional device both for the teacher and for the student. (RL)

A summary of research findings on the writing process reveals a number of distinct stages and the recognition that errors are a natural part of learning and often indicate progress rather than failure. Writing evaluation and inservice education programs are discussed. (Author/MLF)

Presents a model to be used as a deductive frame for investigating the composing process. Lists 12 steps in the sequence proposed as the composing process. (RL)

Drawings and writings of two children produced for each year from age four to eight were presented to "experts" in the field of style to see if they could determine which student did each picture or paragraph, based on stylistic consistencies. Concludes that style is inherent in a child's first compositions. (HTH)

Reviews writing research and practice to formulate directions for developing student writing processes. (RL)

A review of the writings of a former "English Journal" editor shows a maturing growth in his conception of the composing process and reveals him to be the percursor of many present composition practices. (Author)

Reports on research that raises questions about traditional teaching formats used in writing instruction. Notes the effects of reducing class size--even at the cost of reducing course length. Urges more study of the patterns and rates of growth of different student populations. (RL)

Shows that teachers' written responses to student writing are usually concerned with form and that two kinds of responses are most often used: (1) evaluation--usually of a general nature (a grade or "well written") and (2) instruction--usually focusing on specific language structures by correcting mechanical errors. (HOD)

To interpret research, teachers should learn how to study the studies, particularly the methods by which findings are measured and interpreted. (DD)

Reviews research on writing and talking, concluding that the common contention that oral language forms the basis for pupils' written language in the middle grades must be qualified. (GT)

Investigates business students' attitudes toward written versus oral communication methods for assignments and their attitudes toward e-mail messaging. Finds that they viewed oral communication less positively than either written or e-mail communication and that students with prior e-mail experience gave it and oral communication significantly…

Presents a 30-month case study of how one business writer made decisions concerning audience. Suggests that audience theory does not adequately describe the cognitive and social decisions writers make in real-world professional contexts, with intrinsic internal factors such as writer's creditability, financial rewards, and promotions affecting…

Analyzes 208 comments written at the end of student papers by 10 teaching assistants at Penn State. Analyzes a second sample containing end comments written earlier at other universities. Identifies 16 primary genres, falling into 3 groups: judging genres, reader response genres, and coaching genres. (PA)

Shows that main idea statements were used by a variety of leading American writers of nonfiction in the nineteenth century; that usage patterns bridged gender and racial differences; and that even a difference of purpose or audience did not materially alter main idea patterns. Shows the importance of main idea recognition skills as tools for…