Outlines two rhetorical principles for producing iconic-mosaic texts--the principle of complementarity and the principle of compensation. Shows how these principles can be applied to practical problems in coordinating the writing and design processes in student projects. (RS)

Studies the significance of memorandum subject lines (the thematic titles or topic statements of memorandums) through an analysis of 483 memorandums. Describes a taxonomy which classifies a subject line as either neutral (introducing a topic without revealing the writer's intention) or directed (revealing intention). Argues that the taxonomy…

Explains how and why three crises caused a paradigm shift in one professor's way of teaching new teaching assistants to teach writing. Explains how as teachers and students became a family--a community of writers--each person in that community found a voice. (MG)

Explains how the Sophistic tradition, an alternative to the Platonic-Aristotelian rhetorical tradition, provides the historical foundation for a paralogic rhetoric that treats discourse production and analysis as open-ended dialogic activities and not as a codifiable system. Argues that teachers must examine the powerful paralogic/hermeneutic…

Presents a study examining the effects of using pen and paper and word processing on planning processes. Results show that writers using word processing alone: (1) planned less overall; (2) planned less before beginning to write; (3) did less conceptual planning; and (4) did more sequential or local planning. (RAE)

Provides 79 annotations of books and articles on research in writing; language; literature; and teacher education. (RAE)

Summarizes womens' five basic ways of knowing: silence; received knowledge; subjective knowledge; procedural knowledge; and connected knowledge. Traces the change and growth of one writer as she moved through the five stages of intellectual development. (RS)

Contrasts the monitoring strategies secondary students employ in analytic and summary writing about reading. Finds that both high- and average-ability student writers employ a wide range of metacognitive strategies in writing, and that students vary those strategies both across writing tasks and at different points within the writing process. (MS)

Traces the early history of the electronic digital computer and the viewpoints held concerning the computer from its inception to its present status. Highlights three key words ("mimesis,""topic," and "decorum") to develop the rhetoricality of the personal computer as a communications device. (KEH)

Offers an interpretive frame for viewing children's growth as creators of imaginative worlds. Suggests that writing development depends not only on children's discovery of cognitive and linguistic strategies but on children's discovery that writing can help authors create coherence in their worlds beyond texts. (MS)

Discusses the advantages of conference teaching in writing labs. Provides several guidelines for conducting a teacher-student conference. (MM)

Describes a series of exercises in which students discover and work with a character, then place that character into the context of a short story. (MM)

Claims that teachers expect children's writing to conform to acceptable content and form, disregarding the "mysterious" and unconventional aspects of writing. Urges teachers to maintain respect both for the complexity of children's thoughts and feelings and for the ambiguity that remains at the heart of any creative work. (MM)

Asserts that in order to teach writing, teachers must write and share their writing with their students. Describes ways to make the writing process visible to students. Notes that teachers who write demonstrate that the goal is not to write without errors, but to write ideas. (MM)

Preschool children's early understanding of letters was explored. Five tasks were designed to elicit information about children's conceptualizations of letters in their own names, and the children's responses were analyzed descriptively to determine general patterns. (Author/VWL)