Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

Defines free writing, reviews the philosophy and history of free writing, and discusses some problems that it entails. (NKA)

Asserts that most English departments are product oriented in their hiring and faculty evaluation, therefore the slow transition from product to process oriented writing instruction is not surprising. (SRT)

Discusses the problem of trying to unite the fields of composition and literature into an overall program of English studies, and how the connection might be achieved. (SRT)

Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)

Describes the revision strategies of basic and competent twelfth-grade writers as they wrote for their teachers and their peers. (HOD)

Reports on a small pilot study that investigated the effect of word processing on the revision of six college freshmen. The results suggested that word processing did not encourage students to revise more extensively. (HOD)

One teaching approach for basic writing students is to have them transcribe their inner speech--of matching their oral language to written language. (HOD)

Presents a model that predicts writing growth in children as a logical outcome of language acquisition. Provides a list of the kinds of language learning underway in the elementary school years and suggests that teachers may use this list to anticipate where and how such learning will influence the writing processes of children. (FL)

Cites bibliographies, books, and reviews of books on communication and works on technical communication theory and instruction. (HTH)

Relates how 16 "computer writers" felt about how they use the computer for writing tasks and reports on three experimental studies that compared the performance of college students reading texts displayed on a computer terminal screen and on a printed hard copy. Findings showed that visual/spatial factors influenced locational recall,…

Discusses how one teacher used writing--her own writing as well as that of her graduate students--to learn, about student interests, their writing attitudes, and what a writer really is. Describes the use of dialogue journals, use of excerpted entries for class handouts, and the use of writing for more constructive student assessment. (HTH)

Suggests using the writing folder for such reasons as gaining an improved description and assessment of individual growth in writing, getting a better descriptive picture of writing achievement within the class, and assisting teachers in improving their assessment of writing. (EL)

Discusses the results of a study in which 130 college composition textbooks were examined in order to determine the role that expressive discourse plays in the teaching of writing at the college level. (DF)