Investigates the effects of writing ability and mode of discourse on cognitive capacity engagement across three stages of the composing process, noting that writing ability differentially affected cognitive capacity engagement across discourse modes when using the secondary-task method. (HOD)

Explains the importance of competence in standard American English in a developmental writing curriculum and reviews several theories of basic writing instruction. (EL)

Summarizes benefits to outdoor education students of daily reading aloud of books and poetry related to nature, environment, and outdoor adventures. Emphasizes the importance of good book collections in outdoor centers. (LFL)

Replies to an article that raised questions about whether the case study approach helps students address complexities faced by practicing writers by agreeing with its broad goals for writing instruction but disagreeing with its conclusion. (DF)

Describes the implementation of a content area writing program in a middle school. Observes that many teachers were resistant to the task and passed their frustration on to the English teachers. However, most were pleased with the improvement in students' writing due to the increase in the amount of required writing. (SRT)

A model of early literacy acquisition focused on development in word recognition, spelling, reading comprehension, and writing and on the interrelation of growth in each of these skills. Results of longitudinal data suggest that without phonemic awareness, exposure to print does little to foster spelling-sound knowledge. (Author/LMO)

A project using Apple IIe processing stations and Apple Writer II software increased written English fluency for Native American students in grades 7-12 at the Yakima Tribal School. Thematic maturity did not increase, and students became reluctant to do handwritten work. (LFL)

Describes a program created by members of the English department at Youngstown State University that achieves the goal of fostering cooperation between universities, area schools, and the community at the same time that it demonstrates the potential of raising the levels of basic writing skills and stimulating a desire to read. (HOD)

Outlines a step-by-step procedure for teaching late elementary or junior high school students how to write a term paper. (HOD)

Presents insights that the Oral Proficiency Testing Program of the Foreign Service Institute can give writing teachers and focuses specifically on how these insights can help them to identify and articulate appropriate objectives for basic writing courses and to develop curricula appropriate to those objectives. (EL)

Shows how employers' and society's expectations of what two-year-college English teachers can do for students conflict with what they can achieve. (EL)

Examines the recent ESL research of Stephen Krashen and shows how it applies to developmental students. Discusses successful strategies, such as small group activities, to use in basic writing instruction. (DF)

The Jefferson County (Kentucky) Adult Reading Program, which has demonstrated exceptional success in reaching, retaining, and teaching thousands of adults in need of basic reading and writing skills, is described. An adaptation of this program in a correctional setting is examined also. (Author/CT)

The authors review some current research on young children's writing drawn from their own unpublished observations as well as from published work and discuss the implications for classroom practice and educational policymaking. (CT)

Indicates that students who received organizational instruction wrote better summaries than did students who received traditional instruction. (FL)