Describes RECOMP, a computer program developed at Louisiana State University which provides researchers with new ways of studying the composing process by analyzing and charting elements of the process as it occurs. Types of data gathered, RECOMP's place in current composition research and potential value of studies using RECOMP are also…

Describes a method for reorienting the deeply ingrained attitudes of teaching assistants toward writing by introducing them to a variety of writing problems that will give them insights into the difficulties both teachers and students encounter in the classroom. (HTH)

Explains how journal dialogues (student interaction with author) act as an intermediate step between purely personal responses to a text and formal interpretations for a public audience and how they encourage students to explore and develop ideas for essay writing. (HOD)

Argues that style and self are inextricably bound together in a writer's work, and the voice that they create emerges only after a certain level of writing development has been reached. This happens when the writer has been thoroughly immersed in a context and has had plentiful experience in a specific form of expression. (HOD)

Examines how speaking/writing relationships help and hinder communication. Suggests ways to make business communication students aware of differences between speaking and writing. Identifies research needed to further understanding of these relationships in business communication. (PD)

Describes a writing assignment designed to help students incorporate into a single essay Moffett's writer-subject progressions: dramatization, narration, exposition, and logical argumentation. Describes one student's progress through successive drafts to arrive at this goal, and how discussions of her draft helped the other students. (HTH)

The author suggests a broad framework for thinking about relationships between reading and writing growth. He discusses environmental factors, knowledge that facilitates growth, strategies used to initiate writing or reading, strategies used during writing and reading, monitoring outcomes and breakdowns, and implications for instruction. (CT)

Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)

Describes the use of microcomputers and text editing functions in a remedial writing course. Presents survey results showing generally positive student responses to using text editing. Sees microcomputers as enhancing students' writing abilities and self-esteem. (DMM)

Provides a rationale for allowing students to write in journals that the teacher will never read. Suggests requiring students to write responses to their journal writing at the end of the semester, which would be shared with the teacher and the rest of the class. Includes a sample response. (HTH)

Explores the current trends in teaching college-level writing, the process versus product controversy, the trends in research direction, and the resulting possible changes in educational programs. (EL)

Relates nine ways in which rejected manuscripts fulfill some positive functions, which include providing material for lower-level publication outlets and acting as a motivating technique and learning experience for the rejected party. (EL)

Discusses the role of writing equipment in the composing process and suggests that contemporary composing process theory and practice was not possible until the mid-twentieth century following certain technological advancements in writing equipment. (FL)

Discusses the problem of how best to teach creative writing, including the theory that creative writing teachers should teach critical, analytical reading of already published works. (DF)