Investigates covert linguistic behavior of two groups: above-average and below-average users of language. Found that the below-average group manifested higher levels of subvocal motor activity than the above-average group during simulated tasks, but that during pausing episodes while writing, the remedial group manifested lower levels of subvocal…

Discusses the writing of 12-year-old boys who write daily. Presents case studies of five individual boys and describes their genre choices, individual writing strengths and weaknesses, and attitudes toward the writing process. (SKC)

Indicates that (1) secretaries need to be skilled in producing as well as processing messages, and (2) writing skills, as well as training in speech communication, should be emphasized for clerical workers. (NKA)

Presents a hypothetical situation of an elementary school principal's concern at students writing during reading time, and offers a possible teacher's response with information about the direct tie between writing and reading improvement. (JC)

Bilingual elementary pupils can successfully learn to write in English if they write about what is important to them, get feedback from their peers, use "invented spelling," and are allowed to work with partners. This report describes a third-grade teacher's class experience. (PS)

According to a National Assessment of Educational Progress report, most American school children have mastered reading and writing fundamentals without learning how to analyze, evaluate, and extend ideas they read and write about. To address this "surface understanding" problem, the report recommends literacy programs aimed at high risk…

Recommends that as college faculties of all disciplines become more concerned with the quality of their students' writing and seek assistance of composition faculties in improving it. The need for a common vocabulary for defining "good" writing, diagnosing problems, and recommending teaching methods is apparent. (RAE)

Presents reasons and methods for including numerous reading assignments when teaching technical writing to engineering students. (RAE)

The study evaluated the effects of using a language experience approach over a 3-month period with kindergarten and first grade hearing impaired students. The language experience approach encouraged growth in vocabulary, reading, and writing skills, as well as in self confidence and self esteem. (Author/DB)

The study found that the academic motivation of 80 hearing-impaired freshmen college students to improve English writing skills was not related to their levels of college degree plans but was related to the strength of their internal locus of control. (DB)

Research is reviewed on (1) ergonomic factors which affect handwriting performance, focusing on the student's grip on the writing implement, pressure on the writing instrument and surface, types of writing instruments, and writing paper; and (2) assessment of the legibility and speed of handwriting. (Author/JDD)

Presents a group sales project to culminate the business communication course, an activity which integrates the oral and written communication skills important in the work place. (MS)

Discusses diverse examples of literary devices by comparing metaphor and humor. Defines and illustrates paronomasia, paradox, oxymoron, anacoluthon, zeugma, parody, jargon, satire, conceit, anachronism, hyperbole, cacography, understatement, and doggerel. A humorous appendix contrasts errors with rhetorical devices. (NKA)

Examines the writing strategies of English-as-a-second-language (ESL) student writers at different levels of ESL instruction. Results indicate that native and non-native writers had many strategies in common, but ESL learners were less inhibited by attempts to correct their work. Little correlation was found among English proficiency, writing…

Notes interest in recent years in using a particular type of children's literature, the predictable book, as a springboard for stimulating language experiences. Suggests that, although this practice has merits, teachers should avoid engineering literacy tasks to the point where most of the work is done for the student. (NH)