This paper discusses ideas which contribute to better understanding of the writing portions of Reading Recovery lessons, emphasizing the importance of helping the student monitor meaning during the composing and recoding process. Topics addressed in the paper are: (1) differences between composing and transcribing; (2) sources from which children…

Argues that the specialized knowledge that writing demands can only be acquired through a particular kind of reading. Illustrates how this kind of reading occurs and considers ways teachers can facilitate such learning. (JL)

Examines kindergarten children's use of talk during writing to draw inferences regarding how children use speech to make sense of written language. (HOD)

Illustrates the use of the creative writing activity "choose your own ending," in which junior high school students structure a story by writing two responses to major points in a plot. (RL)

Looks at changes that must occur within the teaching and learning of English if education is to power the Information Age as energy fueled the Industrial Age. (HOD)

The two studies reported explored the feasibility of computer assisted composition in helping school-age children handle high-level aspects of the composing process. The results are discussed, and lines for future investigation of computer assisted writing programs for the novice are suggested. Eleven references and two additional sources are…

Presents a set of writing assignments and class activities for helping students to define their own writing problems, set their own goals, and evaluate their own progress. (RL)

Stresses the virtues of one technique and the limitations of another technique for focusing on a writing topic. (RL)

Shows how the classroom environment provided by a second- grade teacher allowed one of her students to experience her own writing process and develop as a writer. (RL)

Presents a selection of literature on responding to and evaluating students' composing skills in courses and tests. (RL)

Suggests a six-step exercise that can be used in one 50-minute session to help students (or teachers at a workshop) experience the writing process of prewriting, writing, and rewriting with response from a peer. (TJ)

Reviews cognitive research on writing, focusing on differences between expert and novice writers. Discusses a study of verbal comments made during writing by four developmental and four college-level writers. Indicates that college-level writers expressed more context-based knowledge and more positive self-evaluations than developmental writers.…

Summarizes Hillock's findings regarding first-language composition instruction and compares them to research into second-language composition instruction. The article discusses implications for teaching writing to English-as-a-Second-Language students and recommends a process/product, task-based approach to writing instruction. (20 references)…

Reviews the effect of research into the writing process on British English-as-a-foreign-language (EFL) pedagogy and considers what is meant by process writing. The article offers recommendations for improving writing tasks in coursebooks to practice and develop students' skills needed at each stage of the writing process. (12 references)…

Explains scientific writing processes and describes a trial at Victoria University (Australia) that introduced Computer Science students to the task of technical and scientific writing, including the process of peer review. Includes reports on student attitudes gathered through anonymous surveys. (Author/LRW)