Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)

Presents a case study in which the effect of the conflict between the goals of written expression and presentation is illustrated and describes some exercises designed to alleviate the problem. (HOD)

Uses a broad definition of technical writing (practical writing) as a backdrop for two freshman composition courses. Introduces a student planning sheet for "thinking in"--examining the audience and purpose of a writing assignment. (RL)

Argues that composition teachers need to spend more time teaching writing as a process. Suggests that models of the writing process should avoid strict references to prewriting, writing, and rewriting stages and should instead reflect the reality that each aspect of writing may occur at any time during the composing process. (TJ)

Argues that style is rhetoric and that a writer's style is the product of his or her choices of ways to arrange and express ideas within and between sentences. Shows how the concept of style as option offers value as a classroom tool. (FL)

Explores the flaws in linear theories of the writing process and student writers' attitudes toward revision that these theories reinforce. Discusses the revision strategies of experienced writers, showing that the writing process is recursive rather than linear. (HTH)

Describes what one high school writing teacher would do to make a writing workshop work effectively. (RL)

Reports the results of analysis of revisions in 100 randomly selected sets of 12th-grade students' essay drafts. Findings revealed that there are patterns of revising strategies among the students and that these differences are associated with the quality of their writing. (HOD)

Examines findings of research focusing on writing as a process. (DD)

Uses the error-detection model in an experiment wherein 315 adolescents of low-to-high reading ability monitored and controlled their reading while searching three times through a text. Finds that, in search 1, monitoring increased with age and reading ability; search 3 shows some students had knowledge necessary to monitor more errors but failed…

Discusses how the award-winning author and English teacher manages to do both successfully. (RS)

Describes how the author's experiences, especially the writing of his novels, have served as mirrors of himself and to himself. (RS)

Argues that scientific style manuals provide much sound advice, but also pass along advice at odds with recently published literature regarding how scientists actually conduct research and write up their findings. Presents a revised model for the scientific article based on information in recently published research on communication in science.…

Examines "writing" as a word that means one thing to some people and another to others. Suggests that sloppy usage of such a charged word could lead to trouble. Looks particularly at the move from the "writing process" or "process writing" and at what this semantic transformation indicates. (TB)

Of 15 older learners who kept a journal or diary, a few had started diary keeping in adolescence or young adulthood. Their current practices varied in terms of time, method, and type of writing. Most linked journals with other writing practices. Writing helped them cope with daily life, experience the joy of discovery, and nurture voice and…