The change of emphasis from the written product to writing as a process manifests another important change--one from logical to phenomenological consciousness. Phenomenologically speaking, writing is both "immanent" in the writer and "transcendent" outside the writer. It is thinking of general concepts that actually occurred…

An approach to evaluating student writing that emphasizes reformulation and deemphasizes grades teaches students that reworking their writing is a necessary and acceptable part of the writing process. Reformulation is divided into rewriting, revising, and editing. The instructor diagnoses student papers to determine significant problems on a…

This guide contains activities for use in helping elementary school pupils increase the quality and quantity of their written expression. The first section of the book contains prewriting, writing, and postwriting activities designed to develop specific skills. The remaining eight sections offer prewriting, writing, and postwriting activities for…

This paper discusses the use of film in teaching the composing process to students. Beginning with a description of the composing process in general, it continues with a discussion of problem-solving, composing, and film, using "The Shopping Bag Lady" as an illustrative film. This is followed by a consideration of how to use film to generate form…

Classifies the complexity of the mental processes involved in combining kernel sentences, recasting flawed sentences, and composing original sentences based on rhetorical models. (DD)

Presents a poem, "Henry and Edith in Casper," and discusses the composing processes that led to its creation. (SRT)

Uses a single language system--technical description--to illustrate how language systems can now be used as the basis for instruction in technical writing. Provides sample exercises in progressive teaching from simple description to complex continuity devices, showing how they can be used at all stages of the writing process. (HTH)

Analyzes research on the behavior of writers and applies it to the development of writing curriculum. Includes an outline of an example of goals and objectives for teaching writing based on such an analysis. (MD)

Describes a teacher's presentation in the classroom of the drafts, notes, outlines, and other artifacts from his own papers. Recommends that teachers show their students evidence of their own struggle with the writing process in order to encourage them and convince them that all writers hesitatingly begin with a mess. (JG)

Supports outlining as an invaluable tool for teaching students how to prepare to write on subjects of a logical nature and for analysis of writing of like kind. (RAE)

Examines three phases of linguistics' influence on writing instruction. Suggests that the production of context-independent, explicit texts is too narrow a goal and that helping students imitate speech in their writing is a proper goal for an advanced composition class. (RAE)

Attempts to clarify the processes the author utilized when plotting the writing of a children's book. (MS)

Recounts a boy's experiences with writing a story that helped him fulfill emotional needs. (MS)

Evaluates Heather Hemming's research project, "Reading as a Monitor in Writing" (this issue). Emphasizes the contribution this project makes to research methodology. Stresses Hemming's conclusion that the type of monitoring strategy used is not important, providing it is effective. (MM)

Argues that technical writing teachers must understand desktop publishing. Discusses the strengths that technical writing teachers bring to desktop publishing, and the impact desktop publishing will have on technical writing courses and programs. (ARH)