Survey responses from 401 community colleges show that many of these two-year, open-admissions institutions have developed writing-across-the-curriculum programs that address the special needs of their faculty and students. (MSE)

The complex and comprehensive nature of writing-across-the-curriculum programs makes them difficult to evaluate. There are some measures of program effectiveness that are easy to collect and others that are worth trying for. (MSE)

Any use of language involves the following interlocking systems: (1) referential; (2) contextualization; and (3) ideology. These together constitute culturally viable "discourse systems." Examination of these systems as they operate in daily contexts reveals a paradox in the concept of literacy. (Author/BJV)

Presents an overview of intelligent computer-assisted language instruction (ICALI) research as a type of artificial intelligence research. Outlines the components and kinds of ICALI systems. Examines practical research considerations such as personnel needs for development of ICALI software. (Author/LS)

Examines a sample of conventionally composed and word-processing-assisted essays to assess the computer's effect on progress and competence by determining how students used the computer resources available to them to write their papers in both standard English classes and across the curriculum. (MS)

Describes the mechanics of workshops designed to introduce new ideas about teaching with writing to instructors in all subject areas. Focuses on: leader qualities; workshop content; and logistics (setting, size, time, and equipment). (MM)

Describes a photography and local history project developed by students in a seventh grade language arts class. Discusses the project's success as reflected by student motivation and progress in writing skills. (SV)

Reports a study, using sixth graders' introspective self-reports, to determine the context in which students use knowledge about narrative text structure, how they use this knowledge, and why they do not always employ this knowledge. (RAE)

Describes an ethnographic study of an inservice graduate course designed to help teachers use computers to teach writing and other skills to the academically able. Claims the course significantly reduced teachers' computer anxiety and their writing apprehension. (RS)

Suggests ways to provide special spaces and materials in early childhood classrooms that promote literacy development, including classroom library centers, writing centers, and content area centers. (MM)

Examines the differences between oral and written languages, including differences in register, style, and syntax. Asserts that reading aloud and giving instructions are two ways to focus on the connection between oral and written language and the processes of reading and writing. (MM)

Describes the Self-Directed Process Approach (SDPA) to teaching writing, specifically in regard to teaching Technical Report Writing to a class of 114 engineering students in the National Diploma course in Nigeria. SPDA teaches students to be their own educators and to be responsible for their own improvement; hence it is especially suitable for…

Writing instruction featuring pedagogical principles based on a sociocognitive model was investigated with 26 fourth-grade and 16 sixth-grade classrooms (1,123 students). More than 40% of the variance in posttest writing quality scores was accounted for by adherence to the model. (SLD)

The University of Wyoming English-as-a-Second-Language (ESL) program replaced a laboratory drill with a weekly, one-hour writing tutorial (WT) in which small groups of ESL students meet with a writing tutor. The role of the WT in community building and developing writing and oral skills is described, along with sample questions for a WT group.…

Describes a study conducted to investigate whether text-interactive instruction improved reading comprehension and writing performance of community college students enrolled in developmental reading courses. Students were taught to predict, infer, analyze, and evaluate while reading and to use their experiences and embedded textual cues to give…