Describes a sequence of four studies that explored how people composed sentences while writing expository essays. Among the findings were that the sentence composition process was often guided by a writing plan, and the most frequent changes accomplished by revision of parts were word choice, aspect of meaning, and grammatical structure. (HOD)

Describes assignments that integrate ideas from student journals into expository and deliberate essays. (HOD)

Proposes a theoretical information-processing-based neuropsychological model of writing and oral spelling which contains linguistic and motor components and which helps explain agraphia independently of other language disorders. Disruption of the phonological system is thought to cause phonological agraphia. Disruption of the lexical system is…

Describes a study which examined changes in students' revising strategies after they used a set of self-posed questions to guide their evaluation of texts. Hypothesizes that students who refer to question-prompts would revise more than students who used only a word processing program. Analyzes the number, types, and meaningfulness of revisions.…

This study compared and evaluated three alternative theoretical models of the reading-writing relationship. Reading dimensions included word analysis, vocabulary, and sentence comprehension components; writing dimensions included spelling, vocabulary, sentence structure, and story organization components. Models differed in sequential orderings of…

Critically examines the process approach to the teaching of writing and cautions teachers to maintain a healthy skepticism about any approach that is used. (HOD)

Discusses learning how to compose a film as one way children can learn the valuable lesson of how to give form to ideas and shape to thought. Presents the stages of composing a film and a sequence of filmmaking activities for introduction at progressive grade levels. (HTH)

Focuses on (1) the disparities between reading and writing instructional methodologies, (2) the misconceptions students seem to draw if these disparities are not brought to their attention, and (3) the recursive relationship between written and oral language. Contrasts the relationships between main ideas and details in reading processes with…

Concludes that students whose teachers participated in process-model inservice training performed significantly better on a number of writing evaluation criteria than did those of teachers who had relied on a skills-approach technique.

Argues that in the approach to writing as process, educators have fallen into the either-or fallacy and eschewed writing as product, the study of models of communication. Suggests that they see the activity as two processes--one expression, the other communication--of envisioning and revisioning. (FL)

Evaluates process theory, suggests its limits, and addresses some of the conceptual problems it leaves unresolved. (RBW)

Describes a two-day residence in a fifth- and sixth-grade classroom of poet Arnold Adoff. Presents his interaction with five students as they struggle with their poetry writing. (HTH)

Describes observations of one student's writing process and the ease with which the student transformed prose into poetry. Discusses what the teacher learned from the observations about the sensitivity and energy of eighth-grade writing students. (HTH)

Questions what is going on in the highest reaches of English composition research and the distance between theories of the composition process and actual classroom practice. (CRH)

Describes an experimental course at Allegheny College in computer-generated poetry, which required students to deal simultaneously with grammar and rhetoric, poetics, the computer and BASIC, logic and artificial intelligence in order to create programs that would generate poetry. Examples of verses produced by course participants are included.…