Analyzes the writing processes of a businessman-engineer and discovers that not all of the generalizations about composing are borne out in the way the subject writes. (FL)

Responds to criticisms from the preceding article that writing process research, specifically that of the author, has not extricated itself from pedagogy and the classroom. (HTH)

Discusses the use of models for teaching children to write, suggesting that successive drafts rather than a finished poem used as models of the revision process might be more effective. Includes three drafts of a poem by the author, discussing observations for teaching illustrated by the poem's revision process. (HTH)

Looks at three articles that demonstrate how current research and theory on composition is insisting that the rhetorical concerns of "audience" and "purpose" are integral to the processes of writing. Discusses how these articles narrow the pedagogical gap between writing process theory and rhetorical concerns. (HTH)

Focusing on the composing process, this series of articles discusses improving composing by exploring personal experience and the use of computers and specific computer composition programs for teaching writing. (HTH)

Argues that writers gain skill in manipulating syntactic structures as they learn to engage in reflexive reading of complex texts. (MM)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Discusses the writing process as it is represented in recent research and practice, with emphasis on (1) rhetorical concerns; (2) the arts of invention, style, and arrangement; and (3) efforts to expand writing instruction beyond traditional courses and disciplines. Recognizes a shift that characterizes writing as rhetorical problem solving.…

Brief essays discuss (1) a teacher's discovery of the difficulty of the writing process, (2) various methods of writing instruction that are still only a part of the whole, (3) the difference between children's writing at home and at school, (4) a method for teaching poetry, and (5) a fifth-grade book writing project for first-grade students. (HTH)

Presents five research-based writing models to help student writers analyze their composition processes: (1) discovery, (2) direct writing process, (3) five-stage process, (4) write-talk-write, and (5) four key questions. Discusses advantages and disadvantages of each model. (PD)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

Examines how the relationship between teacher and student alters the connection between the writer's authority and the quality of the reader's attention. Discusses how teachers assess student writing from the perspective of an "ideal text," at the expense of discerning what the student is actually trying to say. (HTH)

Shows how to teach the six writing processes on-the-job writers will need: invention; adaptation for audience, clarification of purpose, organization, control of voice or persona, and polishing. Processes are based on an informal survey of 125 writers in business, industry and government. Provides teaching methods and application. (PD)

Discusses an approach to teaching writing that emphasizes verbal transactions between writer and reader, the importance of students'"inner speech" and expressive writing, and the teacher as a sympathetic audience. (RL)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)