Argues that computers can be useful partners in the writing process even for reluctant or poor writers. Describes from a linguistic perspective factors that help explain why writing is a difficult task and briefly describes several computer programs which are based on such factors. (RS)

Examines fifth- and sixth-grade students' metacognitive knowledge about the processes of writing narrative and expository texts. Finds that creating a communicative context enhances students' awareness of audience and purpose, as well as their understanding of different aspects of the writing process. (MG)

Annotates (1) 28 professional books which deal with the whole language approach in the area of reading and writing; and (2) eight books to use as computer-related resources. (MG)

Presents some of the better-known models to describe the process to writing. Combines some of their common features into a framework that is useful for thinking and talking about the roles that computers may play in supporting "the writing process." (MG)

Comments on six points of belief commonly held by whole language teachers. Considers how computers can facilitate teaching and learning in ways that are consistent with those points of belief. (MG)

Shares a curriculum framework based on six aspects of literacy: ownership, reading comprehension, writing process, word identification, language and vocabulary knowledge, and voluntary reading. Notes that this framework is consistent with a whole literacy approach, and includes an assessment system and provisions for accountability. (MG)

Discusses the inadequacies of standard conceptions of the writing process by relating the experiences of one child in a writing class. Proposes alternative ways to expand the concept of the writing process by incorporating related activities in reading, art, and drama. (MS)

This article describes how collaboration affects the writing process and reports on an experiment involving the use of group and individual journals concurrently in an upper-division college writing course for prospective teachers. It was found that group journals engendered more careful attention to writing performance and greater comprehension…

This article describes the experience of grade one through two students with language disorders as they put together the parts of literacy knowledge necessary for each to discover a writing process that produced readable work. Included are perspectives of how to help students make sense of the literacy code. (Author/SW)

Calls for a reassessment of the theory and practice of WAC programs in light of community college literacy problems. Compares the views of writing as a generic skill and a learning tool. Describes the Community College of Philadelphia's Writing within the Curriculum approach, which relies on writing groups. (DMM)

Describes in detail how a writing instructor in an English secondary school imposed his view of reality on a Bangladeshi boy when correcting the boy's writing. Suggests that schools must work hard to develop and adopt new styles of pedagogy to avoid ethnocentrism in the classroom. (PRA)

Describes a study comparing the writing processes and written work of 33 female and male freshman. Students were given a Writing Anxiety Scale, asked to write two essays, and then interviewed. Analyzes length of time spent composing, number of words, use of personal pronouns, topic preference, writing anxiety, and writing experiences. (PAA)

Talks about how the author came to be a feminist and a writer. Discusses the domestic settings within which she grew up, her writing processes, how her interests and concerns influence her writing, why she chooses to give women priority in her writing world, and the importance of bearing witness to the world with one's own story. (SR)

Describes an on-line mark-up-based composition learning environment system called CoCoA (Communicative Collection Assisting System). This system allows students and teachers to engage in marked-up documents via the Internet, and its environment is very similar to a real-world one in which people use pen and paper. CCML also facilitates teachers to…

Describes a reflective noticing activity in which pairs of adult learners of English for academic purposes transcribe their own performances of a routine classroom speaking task. Analysis of the process and product of these cycles of work suggest that collaborative transcribing and editing can encourage learners to focus on their form in output in…