This study investigated the use of a writing-prompt software program, "The Ultimate Writing and Creativity Center," by two reluctant writers (two third-grade students attending a school in a suburb of Philadelphia, Pennsylvania) and compared their work with their pencil and paper writing. Given that computers are effective tools for…

One advantage of writing center tutorial groups over individual tutoring is that in groups students have the opportunity to become readers of others' writing and to provide feedback to their peers. In such groups, it is assumed that the tutor as facilitator serves as an interactional and linguistic model for students. To test this hypothesis, over…

This book, the first full-length treatment of women's literary partnerships, goes to the heart of issues surrounding authorial identity. Questions the book addresses are: What is an author? Which forms of authorship are sanctioned and which forms marginalized? and Which of these forms have particularly attracted women? Such questions are central…

Writing teachers can enable students to think critically by teaching composition courses according to two principles: sequencing and revision. The teaching of a basic reading and writing course for college freshmen illustrates how writing, taught from a discovery perspective and in conjunction with selected readings, can develop students' ability…

The phenomenon of a "secondary world"--the world of imagination created by writers of fiction in which writers and readers mentally participate--is described. Theories on the subject are discussed, and a three-dimensional model of the psychological structure of this world is presented. (PP)

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)

Describes ethnographic classroom research. Documents process approach to teaching of writing. Classroom teachers and researcher discuss (1) scheduling first-grade writing activities to improve transition from home to school, (2) using journals to encourage writing processes of second graders, (3) sharing as a motivation for writing, (4) approaches…

Describes a British writing assessment project intended to discern age-specific characteristics of writing and the project's subsequent assessment model. Evaluates samples of two kinds of writing, autobiography and argument, using the model. (HTH)

Examines the connections between children's writing and their earlier developed form of graphic symbolism--drawing--and explores research on early writing development. Considers the range of contexts for drawing and writing presented in the classroom. (HTH)

Describes the evolution of a final examination for a writing course emphasizing the process approach, student conferences, and revision through successive drafts. Discusses student responses to the new exam format and includes one student's exam essay. (HTH)

Shares the reflective processes of three student teachers as they became conscious of their personal and professional perceptions of the teaching of writing. (HOD)

Discusses the results of a survey of college graduates to determine the kinds of writing they did at home or at work, how they felt their writing compared with that of other graduates, the circumstances under which they usually wrote, and whether college courses had adequately prepared them for their writing demands. (HTH)

Discusses results of a two-phase survey of the writing problems of people with technical, legal, and scientific degrees. The results indicated that most respondents lacked knowledge of the value of preparation in advance of writing, and that many who ranked their writing ability highly suffered from negative writing attitudes. (HTH)

Explores the writing needs of probation officers and how this kind of writing can best be taught to college students specializing in criminal justice. Discusses how to gather information and prepare presentence reports and how to remain objective in corrections writing. Compares corrections reporting with traditional technical writing. (HTH)

Examines 25 years of research on the effects of teachers' comments on and responses to student writing. Expresses the need for emphasizing writing as process, for using multiple-draft assignments, and for developing student appreciation and skill for revising their works. (RL)