By "conferencing" ideas in writing, the teacher involves students in the experiment and invites them to join with the teacher in investigating writing. (HOD)

Notes the connections between the process of writing and the process of intellectual discovery. Reviews some studies of the inquiry process and applies their results to the goals and methods of teaching composition. (RL)

Presents a "Heuristic of Professional Communication Goals," which enables the communicator to identify the goals that pertain to a particular communication situation and to generate subject matter that will achieve those goals. (FL)

Argues that English teachers should write and reflect on their own writing process and allow their students to know that they are doing so. (HOD)

Offers an activity for use in helping students become aware of the importance of voice in writing and reading. (FL)

Follows changes in children's writing from the first through fourth grade, presenting case study data that show how children's writing shifts from play to craft. (GT)

Shows how the case study approach was used to examine the writing processes of six sixth-grade students. (RL)

Research demonstrates that children acquire language through active imitation at a very early age. Evidence suggests that children have a notion of writing prior to entry into school. The use of composition models serves to assist the child in the development of writing skills through imitation. (JN)

The inhibiting effect of being conscious of the physical process of writing on the intuitive process of writing is discussed. (HTH)

Explores questions of concern for writing research in the areas of context in writing and the teaching of writing. Discusses some research designs and procedures. (HTH)

Interviews with 25 people whose jobs require varying amounts of writing (and writing skill) provide at least beginning support for much of the research in composing, especially about the importance of purpose, audience, and the reliability of writing process models. (RL)

Provides a writing assignment that introduces the use of an invention heuristic to students of middle school age. Illustrates the use of the assignment with the prewriting and in-class essay of a nine-year-old student. (RL)

Notes how current writing research models remain of limited usefulness to the study of writing development because they do not explain important conditions such as coherence, nor do they define the systematic relationships in writing contexts. (RL)

Recounts a teacher's involvement with students in the spontaneous process of learning to write. Presents the benefits of such an approach as preferable to conventional structured methods of writing instruction. (HTH)

Reviews the importance of writing instruction and of research into the composing process. Considers their place in the curricula of Canadian postsecondary schools. (RL)