Warns that researchers should be wary of student writers' accounts of their writing processes. Suggests that reasonable, coherent, even captivating accounts are limited by problems of attendance, memory, and reporting and may not be based on recall but on other cognitive processes. (FL)

Reorganizes Aristotle's system of topics (as presented in Cicero's "Topics") to provide a useful tool for corporate speechwriting. Illustrates with a case study how a modern speechwriter/speaker might use the topics to develop a subject fully. (PD)

This newly updated guide describes how to effectively and efficiently manage the dissertation or thesis process in two semesters or less. Written for doctoral and master's degree students enrolled in on-campus programs and students pursuing accelerated and online-based degree programs, this book demystifies the seemingly daunting process. From…

Beginning with the story of a student's essay on her grandfather's death, this paper considers how paradox plays out in the writing classroom. The paper then suggests how what is called "ordinary writing" elucidates how writers make texts, providing students with the tools necessary to see how all writing, including their own, is made.…

Explores the implications of Soviet psychologist Lev Vygotsky's cognitive theories on the writing process. (MM)

Describes the revisions in the successive attempts by E. B. White to complete the manuscript for "Charlotte's Web." (AEA)

Examines the description of the reading for revision process put forth in E. D. Hirsch's "The Philosophy of Composition," contending the research studies Hirsch uses are inconsistent and, taken together, do not support the general description of the reading process that underlies the argument of the book. (HTH)

Disagrees with the contention that the differences in approaches to teaching writing can be explained by attending to the degree of emphasis given to universally defined elements of a universally defined composing process, arguing instead that different rhetorical theories define these elements differently. (JL)

Illustrates the elusiveness of audience in written discourse. Clarifies some of the conceptual traps in the way "audience" is typically used. Suggests some general reference points that may be useful in thinking about the theory and the teaching of audience. (RL)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)

Presents a case study in which the effect of the conflict between the goals of written expression and presentation is illustrated and describes some exercises designed to alleviate the problem. (HOD)

Uses a broad definition of technical writing (practical writing) as a backdrop for two freshman composition courses. Introduces a student planning sheet for "thinking in"--examining the audience and purpose of a writing assignment. (RL)

Argues that composition teachers need to spend more time teaching writing as a process. Suggests that models of the writing process should avoid strict references to prewriting, writing, and rewriting stages and should instead reflect the reality that each aspect of writing may occur at any time during the composing process. (TJ)

Argues that style is rhetoric and that a writer's style is the product of his or her choices of ways to arrange and express ideas within and between sentences. Shows how the concept of style as option offers value as a classroom tool. (FL)