Argues that journal writing expands students' discoveries about themselves as writers, and extends their abilities to take charge of writing assignments in both English and non-English courses. (MS)

Discusses the research carried out by a classroom teacher which investigated students' composing processes when they are asked to observe their own process of writing. Noted three kinds of reactions--anxiety, euphoria, and normal responses. Found that the research project helped motivate students. (ARH)

Argues that sociology, as a discipline, has much to offer and much to gain from participation in the writing-across-the-curriculum (WAC) movement. Suggests a modified version of WAC principles which minimizes the amount of grading required and allows students to discover the sociological perspective as they apply writing to their course…

Reacts to A. Brand and J. Powell's report of a study done to examine emotions reported during the writing process by apprentice writers. (JK)

Discusses (1) how instructional objectives can become a constraint on students' learning, (2) how teachers need to help students overcome their fears about learning, and (3) the danger of fragmenting process approaches to learning into ritualized parts. (SRT)

Suggests that the use of visual models in writing technical material can affect the order of the entire writing process and uses a case study to explain how a model is developed, what purposes it serves, and how it affects the writing process. (DF)

Defends the use of verbal reports, or protocol analysis, as a valid means of understanding cognitive processes and writing processes. (SRT)

Categorizes the editorial changes on the transcripts of the William Haber Oral Biography Project to better understand how to adapt speech facility to writing. Discusses the implications for writing instruction in terms of voice, tense, and audience. (HTH)

Examines research work done on how writers think as they compose in nonacademic settings and relates their findings to reading instruction. (HOD)

Relates how E.B. White's classic teaches the young reader the complicated pleasures of becoming a good writer. (HOD)

Describes a "composing process paper" assignment designed to make students aware of their own writing processes and to teach important problem-solving skills. Provides a series of protocol questions students can discuss before writing descriptions of their individual writing processes. (HTH)

Maintains that the concept of decontextualization is fallacious, and that meaning is a dialectical process between reader and text involving, in addition, the intentions of the writer as well as the historical and cultural contexts of the text, or its place in the world of intertextuality. (EL)

Proposes as a follow-up to an article on controlled composition for basic writers a necessary bridge between strict copying and independent composing. (HTH)

Explores the complexity of the concept "specificity," then looks at some of the misinterpretations made by developmental writers to illustrate how developmental writing students have difficulty moving from abstract to concrete. (HTH)

Considers intellectual core and boundaries of composition as a domain of inquiry and action with intention of contributing to the larger philosophical enterprise existing in composition, wherein scholars are attempting not only to explore the conceptual frameworks of the field and its relation to other disciplines but also to examine the nature of…