Traces the importance of authorship in literacy development, and shows how authorship can become one focus of a whole language classroom. (MM)

Examines the application of reading process and writing process research in content area instruction. Provides a chart of characteristics and purposes for various writing formats, including outlining, notetaking, captions, news reports, scripts, and books of facts. (MM)

Examines whether writing in combination with reading prompts more critical thinking than either activity alone, or either activity combined with questions or with a knowledge activation activity. Finds students who both wrote and read made more revisions (prompted by more critical thinking) than students in other treatment groups. (RS)

Investigates the types of processes used by journalistic writers when producing texts of varying constraints. Finds that news story writers paused more often and carried out more activities per writing session than did editorial writers, suggesting greater monitoring activity by news story writers. (MS)

Examines how style analysis programs can assist the writing process. Outlines a method for introducing this tool to business communication students with a minimum amount of guidance. Recommends that business communication faculty are best qualified to introduce their students to the uses of computers to enhance the communication process. (MM)

Examines the contexts of human-computer interaction, and argues that understanding word-processing research done in that setting can enrich thinking about the impact of teaching writing with the use of computers. Suggests issues developed in recent word-processing studies that may interest future researchers. (KEH)

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

Describes the efforts of one teacher-researcher to explore the effectiveness of different peer response strategies in the writing class. Notes that teacher-researcher projects can help to develop and assess writing curricula in ways that are outside the scope of specialists and external evaluators. (MM)

Discusses how the professional writer's approach to writing has influenced current thinking about writing processes. Examines how projects like the Somerset/Wiltshire "Write to Learn" have altered writing attitudes. Provides a list of booklets in the "Write to Learn" Project. (MM)

Examines the work of Linda Flower to explore "control" in writing, approaching her texts from a deconstructive (Derridean) perspective. Concludes that: the paradoxical nature of control has consequences for understanding cognition; and an acknowledgement of these consequences requires a reconsideration of "control" as the…

Contends that using writing in mathematics will not only make mathematics students better writers, but will also make them better mathematics students. Offers several writing activities for a mathematics class. (MS)

Investigates the effects an assigned audience has on undergraduates' attitudes, composing strategies, and persuasive writing. Finds that while assigning an audience had a limited effect on essay scores, it increased students' interest, effort, use of audience-based strategies, and ability to persuade. (SR)

Relates problems of law text comprehensibility to the legislative writing process. Describes the drafting of three pieces of Swedish consumer legislation at different stages. Summarizes and analyzes the results in relation to rhetorical and sociolinguistic theories of writing. (SR)

Interviews author Emily McCully, Caldecott Medal Winner, about her work as an author and illustrator of books for children. (SR)

Surveyed 107 academics from the University College of Wales, Aberystwyth, in 1991 concerning their writing strategies and tools. Results found that 77% used word processors and that 53% used the 3-stage approach to writing that emphasized planning, writing, and revising. (Contains 10 references.) (MDM)