Argues that writing apprehension can be dispositional, but that it can also arise in response to elements in the writing situation. Discusses the elements in timed writing competence tests that can trigger writing apprehension and hinder effective writing. (JK)

Describes the development and implementation of a writing project for which students wrote letters to senior citizens. Reflects on students' writing improvement and positive attitude toward writing. (SRT)

Proposes incorporating a wide variety of texts from a variety of academic disciplines into the freshman writing course. Offers two sample text-based, process-oriented writing assignments. (HTH)

Discussion of the use of microcomputers as word processors in basic writing classes highlights the improvements in students' writing skills. Changes in teachers' approaches to writing courses are discussed and results of a study of 24 students in a basic writing course using microcomputers at Montclair State College are presented. (Author/LRW)

Studies original and revised essays of 60 university freshmen to determine the effects of attention to audience on improving overall compostion quality. Finds audience attention effective as a revising strategy but more effective as a drafting strategy. (NH)

Notes weaknesses in current writing theory as it fails to deal with the affective domains--emotion, memory, motivation, and value. Recommends that future studies should try to make knowledge of the affective processes clear and useful to teachers and students. (NH)

Strategies for teaching mildly handicapped students the processes of revising and editing their written compositions are described. Students read and revise each other's writing thus providing peer feedback that is crucial in a process-oriented writing program. A hierarchy of revisions is given to evaluate changes from first to last draft. (VW)

Providing adaptations and alternatives to book reporting helps mildly handicapped students master objectives and material that might otherwise go unlearned. The article includes a proofreading checklist that the student can use to help complete a regular book report and a list of 25 alternatives to meet individual learning styles. (Author/VW)

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Contrasts the traditional theory of composition with the new process theory of writing and concludes that the popularity of the new theory (with its student-centered teacher) is probably due to the compatibility of educationist theory with the unphilosophical temper of the age. (NKA)

Examines the scene of writing as an artifact of literary modernism and uses this examination as a basis for challenging common conceptions of writers and writing. Argues that the success of curriculum reform movements in the field of composition depend on revising this iconic view of writing to accommodate students and teachers. (JD)

Advocates a collaborative relationship between student reporters and faculty editors, preserving editorial involvement during the writing process rather than after the story has been written. (HTH)

Argues that the process approach to writing should not be stressed too heavily in business communication courses because the process may (1) be a luxury; (2) be an illusion; and (3) vary so much between writers that urging a set series of steps might accomplish little and make inefficient use of class time. (JD)

Examines the theoretical background for a process-based pedagogy. Denotes a sample progression for a process-based course, including a description of the phases in the writing process and an application of this description to various assignments. Includes an extended example. (JD)

Offers a review of various veins of thought related to writing instruction such as traditional grammar and rhetoric, discourse processes and cognitive science, and discourse form and sociolinguistics. (SRT)