Guides to assist students in evaluating and revising or rewriting their written works are presented and discussed. (HTH)

Reveals the lack of research on children's writing and suitable writing instruction in the last 25 years. Points out the inadequacies in the research that is being done and the need for better research methods that take writing context and environment into account. (HTH)

Looks at an alternative method to linear notes for organizing thoughts when preparing a talk or paper. This method displays the manner in which the relationships of a subject are organized and offers a format for displaying complex inter-dependencies in place of linear notes. (Author/MER)

Encourages teachers to view writing as a process creating meaning, enabling the writer to come to grips with complex experience. (DD)

A study of the composing processes of 17 college freshman writers revealed the importance of reflection during composition--pausing and rescanning what has been written before continuing to write. (DD)

Writing behaviors such as pacing, crumpling paper, and cutting and pasting are signs of growth requiring nurturance. (DD)

Urges writing teachers to encourage revision and peer reading of drafts of papers so that students will know the processes writers go through to meet the requirements of the strangers who read what they write. (DD)

The third article in a series describing a study of the development of a third grader's approach to revision in writing. (DD)

Strategies for strengthening the writing skills of accounting students include the following: beginning with critical thinking as a prerequisite to effective writing; teaching the elements of composing and editing; and using "microthemes" assignments. (SK)

Suggests that productive creativity occurs more reliably with moderation of work duration and of emotions, not with the fatigue and ensuing depression of "binge" writing. Examines academics (new to a campus that required writing and publishing for tenure) who write either in moderation or in binges. Finds that productive, successful…

Discusses writing novels, particularly the author's novel "Freak the Mighty," and what it is like to be a sixth grader. (RS)

Examines the pitfalls of teaching and conceiving of writing in terms of content and form. Suggests that writing instructors and their students should think in rhetorical terms: how discourse responds to other discourse or to its audience, i.e., how it most effectively gets the job done. (TB)

Examines the effects of reading and writing multivocal texts and argues that writers need to assume interpretive responsibility for creating new forms of discourse. (TB)

Notes that the reading and writing of poetry in the composition classroom asks students to participate in metacognition. Examines how writing teachers may use poetry activities to foster metalinguistic awareness as well as to meet many of the demands of the composition classroom. Contends that poetry is a missing link in an incomplete chain of…

Argues against one facet of writing across the curriculum (WAC) "doctrine"--the apparent reluctance to correct students' mechanical errors. Asks WAC proponents to reflect on the vital consideration that one must master the craft before being capable of taking writing to the level at which it approaches or becomes art. (RS)