Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)

Describes the use of microcomputers and text editing functions in a remedial writing course. Presents survey results showing generally positive student responses to using text editing. Sees microcomputers as enhancing students' writing abilities and self-esteem. (DMM)

Provides a rationale for allowing students to write in journals that the teacher will never read. Suggests requiring students to write responses to their journal writing at the end of the semester, which would be shared with the teacher and the rest of the class. Includes a sample response. (HTH)

Explores the current trends in teaching college-level writing, the process versus product controversy, the trends in research direction, and the resulting possible changes in educational programs. (EL)

Relates nine ways in which rejected manuscripts fulfill some positive functions, which include providing material for lower-level publication outlets and acting as a motivating technique and learning experience for the rejected party. (EL)

Discusses the role of writing equipment in the composing process and suggests that contemporary composing process theory and practice was not possible until the mid-twentieth century following certain technological advancements in writing equipment. (FL)

Discusses the problem of how best to teach creative writing, including the theory that creative writing teachers should teach critical, analytical reading of already published works. (DF)

Describes a sequence of four studies that explored how people composed sentences while writing expository essays. Among the findings were that the sentence composition process was often guided by a writing plan, and the most frequent changes accomplished by revision of parts were word choice, aspect of meaning, and grammatical structure. (HOD)

Describes assignments that integrate ideas from student journals into expository and deliberate essays. (HOD)

Proposes a theoretical information-processing-based neuropsychological model of writing and oral spelling which contains linguistic and motor components and which helps explain agraphia independently of other language disorders. Disruption of the phonological system is thought to cause phonological agraphia. Disruption of the lexical system is…

Describes a study which examined changes in students' revising strategies after they used a set of self-posed questions to guide their evaluation of texts. Hypothesizes that students who refer to question-prompts would revise more than students who used only a word processing program. Analyzes the number, types, and meaningfulness of revisions.…

This study compared and evaluated three alternative theoretical models of the reading-writing relationship. Reading dimensions included word analysis, vocabulary, and sentence comprehension components; writing dimensions included spelling, vocabulary, sentence structure, and story organization components. Models differed in sequential orderings of…

Critically examines the process approach to the teaching of writing and cautions teachers to maintain a healthy skepticism about any approach that is used. (HOD)

Discusses learning how to compose a film as one way children can learn the valuable lesson of how to give form to ideas and shape to thought. Presents the stages of composing a film and a sequence of filmmaking activities for introduction at progressive grade levels. (HTH)