This discussion of the use of word processing for instruction in developmental writing classes focuses on a study at York College that used IBM PCs and Bank Street Writer software. Problems encountered, including evaluation, assessment, and revising the concept of writing processes, are described. (Author/LRW)

Describes ways in which two second-grade writers used questions and comments made primarily by their teacher during teacher-student conferences to guide revision of their texts. Evidence indicates students typically chose to modify aspects of their texts that were identified as unclear. (RJC)

Argues for a distinction between fluency and automaticity of procedures in writing. Presents empirical results that suggest a prominent difference between skilled and less skilled writing is the extent of metacognitive control over writing subprocesses. (MS)

Suggests that if students are to become comfortable enough with poetry to freely write about it, they must first discover the poetry in themselves. Offers a composition-poetry method that allows students to experience poetry, analyze their writing processes, and synthesize all the information gained from doing and analyzing. (MS)

Evaluates the use of meditation as a basis for a descriptive writing assignment in advanced composition. (MS)

Analyzes writing samples of 22 first graders and 13 second graders to determine how children learn the rules of punctuation. Finds they develop necessary hypotheses which are alternative to the standard end-sentence period placement rule. Suggests young "language scientists" need opportunities to practice this innate trade: rule formation. (NH)

Procedures used to teach writing processes to learning-disabled middle school students are described. Students are led through each writing stage, including prewriting, drafting, peer conference, revising, editing, teacher conference, and publishing. A writer's map for an autobiography and editing symbols are illustrated. (VW)

Asserts that current business communication theory and practice make new inroads into reader analysis difficult. Discusses four pedagogical problems in reader analysis, including confusion over critical terminology, and poor heuristics for assessing readers. Explores readers' perceptual sets as a way of more accurately modeling the dynamics of the…

Suggests that writing helps reading comprehension only if the writer is aware of the relationship between reading and writing and if the writing is purposeful. Presents three purposeful writing activities. (ARH)

Describes problem definition in academic writing as existing on a continuum, with literary interpretation near one end and scientific writing near the other. Examines the consequences of this for undergraduate literature and composition assignments. (SRT)

Two explanations for text summarization deficiencies among older learners were investigated. Results of the study confirmed deficiencies documented in the literature but with some specificity for source of the deficit and for age level. Specific instructional remedies are proposed. (Author/LMO)

Sets forth a "deconstructionalist" approach to writing evaluation that emphasizes the attitude of error analysis. (FL)

Explores the use of film in the instruction of remedial writing. Suggests creating exemplification essays approaching but not producing a filmic screenplay by incorporating narrative and technical cinematic techniques (shooting script terms) and conventions of visualization to produce both a piece of "exposition" and an act of…

Group creative writing activities encourage foreign language students to participate on various levels as thinkers, writers, readers, and critics. Students stimulate, correct, and give feedback to each other about writing skills. (CB)

Uses information based on research in four freshman English texts, eight business communication texts, and several surveys to address the following questions: (1) what is "process"? (2) have textbooks in business writing virtually ignored "process"? (3) in brief, what should we think about process as theory and applications for teaching? (JD)