Describes an experiment introducing a word processor as a tool for writing in a fourth-grade classroom. Discusses resulting effects on the writing process, especially, revision and editing and on attitudes toward collaborative efforts. (SD)

Describes a writing project designed to encourage eighth-grade students to examine their past with specific objectives to: (1) complement the speech and reading components of a theme on childhood and youth; (2) introduce or review basic mechanical skills and basic research skills; and (3) introduce basic tools of expressive writing.(NH)

Investigates the implications of conceiving writing-as-performance. Claims that public speaking compares closely with a writing-as-performance course. Focuses on students' perception of themselves as writers and of their audience and presents several analogies comparing writing with other performance activities. (JD)

Finds that sharing research on a particular author (Katherine Paterson) with a friend's sixth-grade class increased the students' interest in both the author and her books, led to fruitful discussions with the children, and aroused their curiosity about other authors and books. (NKA)

Presents three exercises that teach good proofreading and editing skills as well as tap students' creativity on the word processor. (HTH)

Reviews the major elements of short fiction to suggest the primacy of voice in creative writing, and recommends approaches for helping students develop voice in their writing. (NKA)

Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

Defines free writing, reviews the philosophy and history of free writing, and discusses some problems that it entails. (NKA)

Asserts that most English departments are product oriented in their hiring and faculty evaluation, therefore the slow transition from product to process oriented writing instruction is not surprising. (SRT)

Discusses the problem of trying to unite the fields of composition and literature into an overall program of English studies, and how the connection might be achieved. (SRT)

Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)

Describes the revision strategies of basic and competent twelfth-grade writers as they wrote for their teachers and their peers. (HOD)

Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)

One teaching approach for basic writing students is to have them transcribe their inner speech--of matching their oral language to written language. (HOD)