Presents a dialogue between two adherents of the process centered paradigm of rhetoric: one a "classicist" who sees art as the knowledge necessary for producing preconceived results by conscious, directed actions, and the other a "romantic," who sees art as "magical" inspiration. (HTH)

Outlines the factors influencing copywriter workloads and responsibilities, such as spot lengths, psychographics, continuity, station promotional activities, advertising, and graphic enhancers. (PD)

Assesses the benefits and limitations of writing as a cognitive process. Discusses the cognitive process model of writing, then proposes an ecological model of writing, where a fundamental tenet is that writing is an activity through which a person is continually engaged with a variety of socially constituted systems. (EL)

Presents an overview of recent projects concerned with the written language of children from preschool age to approximately seven years. Specifically discussed are difficulties of the writing process, the beginnings of children's writing, and developmental aspects of writing. (Author/RH)

Presents an essay refuting Hairston's proposal that the composition profession is undergoing a radical shift in paradigm to one based more on the writing process. Presents Hairston's defense of her proposal. (HTH)

A writer and illustrator of works for very young children outlines his approach to the creation of picture books and suggests areas that need to be researched about their role in the development of visual and verbal literacy in children. (RBW)

Warns that researchers should be wary of student writers' accounts of their writing processes. Suggests that reasonable, coherent, even captivating accounts are limited by problems of attendance, memory, and reporting and may not be based on recall but on other cognitive processes. (FL)

Reorganizes Aristotle's system of topics (as presented in Cicero's "Topics") to provide a useful tool for corporate speechwriting. Illustrates with a case study how a modern speechwriter/speaker might use the topics to develop a subject fully. (PD)

Beginning with the story of a student's essay on her grandfather's death, this paper considers how paradox plays out in the writing classroom. The paper then suggests how what is called "ordinary writing" elucidates how writers make texts, providing students with the tools necessary to see how all writing, including their own, is made.…

Explores the implications of Soviet psychologist Lev Vygotsky's cognitive theories on the writing process. (MM)

Describes the revisions in the successive attempts by E. B. White to complete the manuscript for "Charlotte's Web." (AEA)

Examines the description of the reading for revision process put forth in E. D. Hirsch's "The Philosophy of Composition," contending the research studies Hirsch uses are inconsistent and, taken together, do not support the general description of the reading process that underlies the argument of the book. (HTH)

Disagrees with the contention that the differences in approaches to teaching writing can be explained by attending to the degree of emphasis given to universally defined elements of a universally defined composing process, arguing instead that different rhetorical theories define these elements differently. (JL)

Illustrates the elusiveness of audience in written discourse. Clarifies some of the conceptual traps in the way "audience" is typically used. Suggests some general reference points that may be useful in thinking about the theory and the teaching of audience. (RL)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)