A study of the writing processes of ten fifth-grade French immersion students examined 22 features of their writing in both English and French. Differences across languages occurred in eight features, and students displayed a wide range of writing process behaviors in both languages. (Author/MSE)

Reprints an article originally appearing in "English Education" (v20 n2; May 1988; See EJ370079). Addresses problems currently faced by writing labs: training staff; incorporating usable word processing; and establishing working relationships with both academic and nonacademic communities. (JAD)

Develops a model for the news writing process based on research conducted with both professional and student journalists in their normal work environment over the past six years. Finds evidence indicating that leads do more than grab the reader's attention, and that reporting and writing are not separate acts. (MS)

Proposes a view of literacy learning in which various forms of reading and writing are conceptualized as unique ways of thinking about and exploring a topic of study (analogous to a conceptual "landscape") en route to acquiring knowledge (best "traversed" from a variety of perspectives). (MS)

Discusses ways to empower students through writing, using their own voices, plumbing their own lives for stories, poems, and essays; and engaging them in dialogue with their peers about writing and literature. (RAE)

Describes the following prerequisites for successfully teaching writing, based on recent research in writing instruction: (1) knowing about writing process theory and practice; (2) adopting a radically revised view of the teacher's role as responder/marker/evaluator; and (3) mastering certain "technical knowledge" about the written…

Reconsiders how child writers gain control of story forms, the functions of children's story worlds in their real worlds, and the connections between form and function in literacy development. Focuses on one students' writing development to show the gradual evolution of literary perspective. (MG)

Five articles describe improvements in instructional software designed to enhance problem solving skills. Issues addressed include problem solving software to implement curriculum goals; problem solving theory and writing theory; software for elementary and secondary school science instruction; software for mathematics instruction; and cognitive…

A longitudinal case study examined the writing development of two children who learned to write in "process writing" classrooms in Australia. Results of participant observation in K-3 classrooms suggest that choices made in language are not free but are constrained by social and cultural contexts, including the ideology of gender in the…

Discussion of the writing process of elementary students with learning disabilities focuses on studies of a HyperCard stack that was developed to help beginning writers and their teachers. Texts created with the hypermedia are compared with texts created using paper and pencil and word processing. (Author/LRW)

This article explains the Integrated Strategies Instruction Model by analyzing the problems of ineffective writers and presenting instructional techniques for framing, applying, and extending students' understanding of the executive strategy. A vignette from an eighth-grade history classroom illustrates the guidelines. Research regarding the…

Describes a telecommunications project in Texas that used inexpensive laptop computers for word processing with classes of low-achieving tenth-grade language arts students. Highlights include parent involvement; student writing processes; telecommunication with other students via the Texas Education Network (TENET); database use; and student…

Describes an ongoing research study investigating the value of using the concept keyboard as a device to assist children in creating functional texts. Suggests that the use of the conceptual keyboard as an alternative input device for word processor use has the potential to help children better structure their writing. (AA)

Argues that the formal properties of language reflect the underlying mental processes that individuals deploy in problem-solving situations. This analysis of the linguistic features of "private writing" reveals that writers utilize their linguistic systems to organize and direct strategic mental processes. (69 references) (CK)

Offers suggestions for teaching critical thinking in writing and humanities courses. Explains the rules of freewriting as they are presented to students, compares left- and right-brain qualities, and describes assignments involving focused freewriting and metaphor, and efforts to make assignments relevant. Describes the evaluation process and…