Presents a model that predicts writing growth in children as a logical outcome of language acquisition. Provides a list of the kinds of language learning underway in the elementary school years and suggests that teachers may use this list to anticipate where and how such learning will influence the writing processes of children. (FL)

Cites bibliographies, books, and reviews of books on communication and works on technical communication theory and instruction. (HTH)

Relates how 16 "computer writers" felt about how they use the computer for writing tasks and reports on three experimental studies that compared the performance of college students reading texts displayed on a computer terminal screen and on a printed hard copy. Findings showed that visual/spatial factors influenced locational recall,…

Discusses how one teacher used writing--her own writing as well as that of her graduate students--to learn, about student interests, their writing attitudes, and what a writer really is. Describes the use of dialogue journals, use of excerpted entries for class handouts, and the use of writing for more constructive student assessment. (HTH)

Suggests using the writing folder for such reasons as gaining an improved description and assessment of individual growth in writing, getting a better descriptive picture of writing achievement within the class, and assisting teachers in improving their assessment of writing. (EL)

Discusses the results of a study in which 130 college composition textbooks were examined in order to determine the role that expressive discourse plays in the teaching of writing at the college level. (DF)

Discusses the change in educational philosophy of a reading specialist with a skill-based background who learned the importance of teaching language, reading, and writing as processes rather than as subskills. Describes the techniques she used to help her students become thinking readers and writers. (FL)

Presents a strategy for teaching paragraph cohesion based on the "given-new contract" theory of information transfer that explains why and how to construct unified and cohesive paragraphs. (PD)

Observes that changes in the pattern of social interactions in classrooms as a result of computers may be even more significant than any simple technological effect. Illustrates the point with an example of sixth-grade writing on the QUILL software system, and the student's increased peer interaction and audience awareness. (HTH)

Describes the methodology and results of a study of changes in composition pedagogy in elementary schools. Results indicated increasing time allocated to oral language activities unrelated to writing and decreasing amounts of time allocated to letter and prose writing, word development, and oral exercises used as prewriting strategies. (HTH)

Presents observations on the effects of a word processing program developed for first-grade students. Focuses on the composing and transcribing abilities of six students, representing the range of abilities in the class. (HTH)

Describes how short films can be used as paradigms in the composition class, gives several examples of particular films, and describes how to include film in a class. (CRH)

Outlines a literature course in which students select their best work for grading and must be self-motivated in producing it. (CRH)

Discusses the use of audiotapes for basic writing students and explains different ways to use blank tapes. Describes available programs and lists the companies selling them. (EL)

Provides beginning writers and their instructors with an oral proofreading technique to reduce student errors by 40-50 percent. (CRH)