Reacts to A. Brand and J. Powell's report of a study done to examine emotions reported during the writing process by apprentice writers. (JK)

Discusses (1) how instructional objectives can become a constraint on students' learning, (2) how teachers need to help students overcome their fears about learning, and (3) the danger of fragmenting process approaches to learning into ritualized parts. (SRT)

Suggests that the use of visual models in writing technical material can affect the order of the entire writing process and uses a case study to explain how a model is developed, what purposes it serves, and how it affects the writing process. (DF)

Defends the use of verbal reports, or protocol analysis, as a valid means of understanding cognitive processes and writing processes. (SRT)

Categorizes the editorial changes on the transcripts of the William Haber Oral Biography Project to better understand how to adapt speech facility to writing. Discusses the implications for writing instruction in terms of voice, tense, and audience. (HTH)

Examines research work done on how writers think as they compose in nonacademic settings and relates their findings to reading instruction. (HOD)

Relates how E.B. White's classic teaches the young reader the complicated pleasures of becoming a good writer. (HOD)

Describes a "composing process paper" assignment designed to make students aware of their own writing processes and to teach important problem-solving skills. Provides a series of protocol questions students can discuss before writing descriptions of their individual writing processes. (HTH)

Maintains that the concept of decontextualization is fallacious, and that meaning is a dialectical process between reader and text involving, in addition, the intentions of the writer as well as the historical and cultural contexts of the text, or its place in the world of intertextuality. (EL)

Proposes as a follow-up to an article on controlled composition for basic writers a necessary bridge between strict copying and independent composing. (HTH)

Explores the complexity of the concept "specificity," then looks at some of the misinterpretations made by developmental writers to illustrate how developmental writing students have difficulty moving from abstract to concrete. (HTH)

Considers intellectual core and boundaries of composition as a domain of inquiry and action with intention of contributing to the larger philosophical enterprise existing in composition, wherein scholars are attempting not only to explore the conceptual frameworks of the field and its relation to other disciplines but also to examine the nature of…

Suggests that the information processing model of writing developed by cognitive psychologists provides a construct for researchers to work with but has little to contribute to classroom pedagogy. (MM)

Examines the principles of the writing process and applies them to reading. Discusses the parallels between these components of reading and writing: invention, choice, discussion, revision, and publication. (HTH)

Surveys three current perspectives on audience, exploring the strengths and weaknesses of each without arguing for the superiority of one view. Provides a conceptual framework that will clarify some of the things composition theorists can mean when they talk about the writer's audience. (FL)