Analyzes the research process by examining student journals from a research paper course in which volunteers recorded their reactions to articles, how they were developing their topic, and problems they encountered. Concludes that the blocks encountered in the research process are more complex than and different from those encountered in other…

Describes a sociology course in which the word processor was used as an aid for teaching writing. States that the personal computer could have its greatest pedagogical impact as a device to improve students writing. Concludes that word processors have been shown to be effective tools for encouraging students to write and improve required papers.…

Examines the interpersonal relationship between Robert Michel, Minority Leader of the House of Representatives, and William F. Gavin, his speechwriter, and how that relationship structures and defines the speechwriting process. (RS)

Describes a writing course which shapes sequence and response to do justice to the potentially superior student writer. Emphasizes balancing and integrating reading and writing assignments; encouraging revision as an opportunity to think; optional conferences; and peer evaluation. (RAE)

Views purpose in writing as a complex web of meaning which writers build and which readers in their own, independently constructive way infer. (JAD)

Recalls the process of rewriting the Uncle Remus stories. Discusses the differences between writing stories and storytelling. Criticizes those who cannot relinquish cultural assumptions. (MS)

Presents specific implications of writing research for teachers who work with gifted youngsters in elementary school writing. Supports the use of derived plot patterns and point of view as two types of literature-based writing assignments that work especially well with gifted students. (MS)

Describes how a "strip story" activity (reassembling a text from strips of paper containing the text's sentences) develops reciprocity, the interaction between reading and writing as the reader negotiates a text and the writer assists the process. (MM)

Argues for an integrated, developmental curriculum in which teachers teach non-narrative forms as part of children's desire to make meaning. Outlines elements of an integrated K-12 curriculum and discusses non-narrative writing and reading in relation to narrative in the context of the whole curriculum. (MM)

Discusses the results of a study addressing the issue of whether writers are aware of the distinction between real and implied readers. Presents several questions for investigation, including (1) "Does a writer's way of perceiving a reader affect contextual development?" and (2) "Do shifts occur in writers' conceptions of…

Suggests that strict adherence to the process approach (as outlined by Roger Garrison and Jeanne Halpern) is not appropriate in technical writing courses. Recommends that a new method of training professional writing instructors be found: one that combines an awareness of writing theory with an awareness that some communication work demands only…

Summarizes the most effective techniques for preparing instruction manuals for non-English readers. Reviews techniques such as human translation, machine translation, and controlled English. Argues that writers of such manuals must take into account differences in language, culture, and learning style. (JAD)

Describes methods for organizing and developing booklets of technical articles emphasizing engineering innovations, used as a marketing tool by corporate sales divisions. (JAD)

Claims that writing logs constitute an effective teaching tool in basic college writing courses. Discusses one teacher's success using writing logs to assist the development of students' freewriting skills. Includes sample entries revealing students' comments and progress throughout the term and documenting the teacher's response to these…

Claims that self-evaluation instruments strengthen students' ability to evaluate their own writing and improve writing instruction. Argues that self-evaluation exercises should (1) help students evaluate their writing, (2) demystify teachers' grades, (3) encourage students' awareness as writers, (4) require written responses from student, and (5)…