Reports on five case studies of adult unskilled writers, revealing these writers' strengths and weaknesses. (RL)

Proposes reconceiving rhetoric as something like travel. Develops terms that describe the act of discursive exchange in ways that avoid the theoretical and ethical problems of rhetorical territoriality. Explores the possibility of locating the kinds of collectives that are formed by interacting writers and readers in a concept of expansive space…

In a collaboration between a nutrition department and a university writing center, students practiced developing articles and research papers and were guided through the writing process; 25 of 44 students had their manuscripts published in diverse newsletters. (SK)

Looks at how writing instruction has progressed 25 years after Janet Emig and other scholars investigated the composing process of writing students and put forth the notion of process writing. Presents three teacher profiles that demonstrate the wide variety of classroom practice in writing instruction now in use. (TB)

Explores (from the point of view of the writer, a children's author) one aspect of learning about language that is present in the picture books he writes: the relation between sound and sense. (SR)

Describes the author' spelling program for her second-grade classroom, a program grounded in the writing process, especially developing strategies for writing, learning, and proofreading words. Lists elements of a print-rich environment and lists spelling strategies. (SR)

Uses the example of a lesson on double consonants for second graders to illustrate a focused yet open-ended informal assessment that can be used for many lessons on spelling. (SR)

Describes observing and working with Emily, a third grader who was a proficient reader but whose knowledge in reading did not seem to transfer to spelling. Finds that Emily's spelling improved over the school year as she internalized spelling strategies and proofreading practices. Notes that her confidence improved and that she was able to explain…

Describes a series of exercises the author developed to help college writers identify wordiness, reword, and revise carefully. Notes that these lessons build from simple recognition and repair to writing a 100-word piece. Concludes that many students choose this series of assignments as their favorite semester activity and one that influences how…

Computer keystroke-logging programs, which record all keystrokes and mouse actions, facilitate the collection of quantitative data about text creation during writing revision. Presents the LS graph, a novel way of graphically representing and summarizing the quantitative data collected when keystroke logging. (Author/VWL)

Notes that voice recognition technology (VRT) has become accurate and fast enough to be useful in a variety of writing scenarios. Contends that little is known about how this technology might affect writing process or perceptions of silent writing. Explores future use of VRT by examining past research in the technology of dictation. (PM)

Shares insights and experiences of three students that might smooth the way for other graduate students who may be struggling to chart their own courses to the "PhD shore." Suggests that it is ultimately the student who must take ownership and chart a course through the "choppy dissertation waters." (SG)

Suggests that educators fundamentally change the way they teach grammar. Offers the author's experience with some curious success with students taking on grammar as part of their writing process, and gives some ideas about starting the teaching of grammar in a radically different place and as a radical agent. Speaks against using student writing…

Notes that journal writing can be effective in cultivating formal discourse while respecting cultural differences. Considers how the author modified his introductory composition class to help students to communicate in a context that united or at least respected the diffusion of languages that permeated diverse classrooms. (SG)

Explores audience awareness of writing instructors as they compose for incoming freshmen and for a faculty committee. Finds that writers analyze the faculty audience less frequently than the freshmen audience, but they evaluate their text and writing goals more frequently when addressing the faculty. (MG)