Argues that the romantic and classical theories about writing are not necessarily contradictory and proposes a larger view of the writing process that would accommodate both theories. Notes that problems in choosing composition instruction approaches stem from teachers' failure to distinguish between two of three categories of nonfiction writing.…

Discusses the philosophical thought of Jacques Derrida and Michel Foucault as it applies to writing instruction. (SRT)

Reveals the work habits of a graphic designer/illustrator/author: where she finds her ideas for books, how she chooses colors, and what she feels is most important in her work. (NKA)

Indicates that 73 percent of the writers agreed or strongly agreed that lack of time to do adequate research was their biggest problem. Shows that 68 percent said that they seldom or never used the full text, database retrieval systems, citing as reasons institutional and personal constraints and inadequate training. (JD)

Describes clientele who could benefit from software being developed at University of Iowa for writing effective prose; what these authoring tools do and how they work; and design standards likely to produce a successful product. The software's design scheme, general design principles and objectives, and educational potential are discussed. (MBR)

This study examined effects of editing and cooperation on an instruction writing task performance on an individual transfer task. Results showed: (1) dyads significantly outperformed individuals on communication score; (2) noneditors outperformed editors; (3) completeness score with editors outperformed individuals on the first task; and (4) no…

Notes that writing center teachers' responses to students depend on what the writers want to say (content), how the writers approached the writing (process), and the conventions needed to prepare the final manuscript (skills). Discusses effective ways to conduct these three types of conferences for each stage of the writing process. (HTH)

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

Describes a method for teaching students to connect their ideas causally or logically in their writing by talking about the ideas before beginning to write. (HTH)

Describes an informal classroom research project that explored how children perceive the changes they make in their writing and what they think about when they write. (HTH)

Interviews Jan Turbull about her work with writing teachers in the St. George Writing Project in Australia. (HTH)

Describes the parallels between writing in English and LOGO in planning, audience awareness, and revision and gives guidelines for making students aware of these useful ideas. (CRH)

Compares successive versions of research proposals prepared by two different biologists to show how, in revisions of their texts, they altered their personae and their relations to the literature of their fields. (FL)

Content or subject matter, interpersonal relationships, and symbolic means of representing meaning are interacting elements that affect language use. The elements have been described as the field, tenor, and mode of discourse. The influence of these concepts on what children write, why they write, and for whom they write are explored. (DF)

Argues that classical rhetoric has much to offer basic writers, including the fact that rhetoric and ethics are intertwined. (DF)