Discussion of the use of microcomputers as word processors in basic writing classes highlights the improvements in students' writing skills. Changes in teachers' approaches to writing courses are discussed and results of a study of 24 students in a basic writing course using microcomputers at Montclair State College are presented. (Author/LRW)

Describes Project Orillas, a telecommunications network designed to improve the writing skills of bilingual and foreign language students studying English and Spanish in Mexico, Puerto Rico, and the United States. The electronic bulletin board system used for communication is explained and guidelines for joining the network are included. (LRW)

Argues that using models of adolescent cognitive and affective development in the construction of writing programs is a flawed approach. Discusses four "environmental" or sociological influences which cut across developmental grids and suggests the necessity of going beyond such developmental models to allay the "wasteland" in…

Studies original and revised essays of 60 university freshmen to determine the effects of attention to audience on improving overall compostion quality. Finds audience attention effective as a revising strategy but more effective as a drafting strategy. (NH)

Presents various teacher-tested instructional techniques: (l) using counselors to aid teachers in basic writing courses, (2) training writing teachers using the process method, (3) teaching proofreading skills (4) using imitation in literature classes (5) using lists and imaginary dialogue to supplement conventional journal writing assignments,…

Eleven fifth- and sixth-grade learning-disabled students composed and revised stories using handwriting, dictation, and word processing. Dictated stories differed from other formats on product measures such as length, quality, and grammatical errors. Differences between handwritten and word-processed stories were found on the process measures of…

Notes that although fiction writing is a somewhat problematic part of upper elementary/middle school writing, it is important for children to be able to compose good fiction. Suggests two methods to benefit young writers: (1) expose them to a wide range of good fiction, and (2) preserve their right to create personal fictions. (NH)

Indicates that, although it was not easy for students to apply what they had learned from writing personal narratives to other subjects and other types of stories, the personal narrative assignment turned out to be much more than a way to keep students writing between interview-based assignments. (JK)

Presents ten ideas for improving student writing skills in high school social studies courses. The ideas are based on the use of the writing cycle and lead students toward the preparation of a persuasive essay. (GEA)

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Reviews a writing abilities competency test based on samples of essay writing. A copy of the test is appended. (NKA)

High-literacy education, aimed at developing verbal reasoning abilities, literary sophistication, and moral precepts, has been traditionally reserved for European and American elites. Mass education, growing out of a low-literacy tradition, can benefit less-privileged children by contructing new curricular and instructional models that encourage…

Problems were developed by third graders involving holiday customs in one of the countries of their ancestors. Eight sample problems are included. (MNS)

Good writing is seen as good thinking--thinking carefully, not just grasping for the opinion nearest at hand, and clearly. Its primary purpose is to communicate with the reader. Good writing can be learned--to think honestly, to say things clearly, to avoid pomposity, and to consider the reader. (MLW)