Argues that, like making stew, there is more than one sequential writing process, and that while one cannot discern the process by examining the product, the product (or purpose) cannot help but shape the processes. (HTH)

Reviews Emig's methodology, highlighting both the timeliness of her study, and the flaws in her generalizations about writing teachers' expertise. Cautions against depending upon her results and those of similar studies, as the final word on the writing process. (HTH)

Explores the similar and different ways that reading and writing influence consciousness. Summarizes the relationship between reading and writing as meditation--a way of modifying inner speech or composing in the mind. (HTH)

Discusses research on the nature and strategies of children's invented spelling, including a developmental model of such spelling. Suggests ways to encourage invented spelling, while examining whether it will interfere with learning to read and write standard spelling. (HTH)

Outlines the stages of the composing process, differentiating between those of skilled and unskilled writers. Provides a list of suggestions for elementary school writing instruction. (HTH)

Examines the changes in the successive attempts by E. B. White to complete the manuscript for "Charlotte's Web." (HOD)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Discusses length and speed, spontaneity, and discipline as the attributes that affect creative writing assignments, students' development as creative writers, and appropriate methods of teaching creative writing. (RL)

Discusses stories that show the actual processes and satisfactions of writing that can serve as models to promote children's writing interest and skills. (HTH)

Presents and discusses research on the intellectual processes that writers engage in to attain what is commonly called "audience awareness." (RL)

Reviews research studies on the nature of children's understanding of the writing process and how teachers can better help children learn to write. (HTH)

Invites a different look at metaphorical abstraction in hopes of raising realizations about language processes, writing processes, and the mental activities involved in both. (RL)

Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)

Examines the evidence for both the linguistic and rhetorical hypotheses about writers' planning and presents new research on episodic patterns within the writing process itself. Uses protocol analysis to look at the content and nature of writers' plans. (HOD)

Surveys rhetorical invention in current theoretical terms. Suggests that all invention requires the location of "differences" within a structure of free play imposed by the mind. Presents some important links between invention, J. Derrida's concept of "difference," and K. Burke's idea of eloquence. (RL)