A study analyzed and described the writing development of 24 children in a multiethnic inner city classroom in Canada to learn whether there were measurable differences among native speakers, bilinguals, and English-as-a-Second-Language (ESL) beginners. Writing samples were analyzed for describing, interpreting, generalizing, and speculating…

The function of basic writing in the university is to teach students whose language practices are most distant from prestige forms to use language in ways which will enable their advancement in college and in the world outside. In composition studies, the awareness that the intelligent activity of students can produce apparently…

Technical writing instructors lack a framework for evaluating pedagogical materials. One framework for classification divides the pedagogical materials into three groups: those locating their heuristics in form, context, and method. Formal pedagogies (the modes, sentence generation) can produce generic writing, separated from audience, purpose,…

The relationships between the understandings children develop while learning the written form of their own names and those developed while learning other words were examined in a study. Twelve children, aged three, four, and five, were selected. The study involved three tasks which examined the subjects' expertise with letters, numbers, and the…

Extending an earlier Donald Graves study by including students over seven years of age, this study identified relationships among the nature of writing tasks assigned by teachers and the written responses of elementary school students to those tasks. One class each at the third, fifth, and seventh grade levels provided eighteen sets of writing…

Theoretical issues related to the parallel role of internal revision in reading and writing are explored in this paper, which explains that meanings generated during reading or writing are always tentative and that readers and writers must build and maintain a continuous text world. The paper next examines criteria for evaluating the continuity of…

The reader response criticism that has arisen in direct response to the New Criticism can be adapted to the needs of the developing writer through its emphasis upon the experience of the reader engaged with the text. The reader response approach generates content--helps the developing writer find something to say--and facilitates the process…

Most performer-writers accept the writing process simply as a means to an end: the shared performance event with a live audience. While writer-performers regard a script as more important than the performance, a solo performance is, however, a showcase of the artist's talent, and creating one's own text offers the performer artistic control. Some…

Writers' comments on writing can help teachers incorporate within their classrooms the idea that writing is a process of discovery. They can remind students and teachers how important enthusiasm, motivation, and reinforcement are. Even though such comments are not saying anything new, saying the same thing in new terminology can lead to new…

A consideration of real world language use yields five questions that could prove helpful in assessing student writing achievements: (1) What is the writer's purpose or intention? (2) What audience does the writer have in mind? (3) What are the organizing principles of the piece? (4) What range of experience and knowledge might one reasonably…

To describe and analyze the revision processes of a group of college freshmen and a group of experienced adult writers, eight freshman students and seven experienced adult writers were asked to write three compositions, rewrite each composition two times, suggest revisions for a composition written by an anonymous author, and be interviewed three…

A senior English course at Padua Academy (Delaware) is going to be taught through an interdisciplinary approach that involves as many faculty members as possible, stresses the teaching of the writing process, and reinforces the concept that writing is not just for the English class. Speaker presentations by members of other departments will be…

Focusing on the teacher's role in helping students to be creative in writing while expressing themselves more clearly, concisely, and accurately, the first four chapters of this guide offer a simple three-step process with strategies for teachers to follow when teaching writing. First, the guide discusses how the teacher can more thoroughly…

As more and more writing process oriented teachers must oversee, design, and execute classroom intervention studies, a discrepancy arises from the inappropriateness of the process style to the product orientation of research. In establishing experimental procedures, researchers try to account for all variables, but for process-oriented teachers,…

Style is teachable and learnable, but literary models should not be introduced for imitation until the basic writer has already developed some fluency in writing; then literature can provide students with examples of experiences that they can internalize, store away, and draw upon in their own writing. A brainstorming exercise, "the messy…