Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Reports the highlights of the first year of the National Study of Secondary School Writing, which provides new information about secondary school writing instruction. (RL)

Suggests that a focus on traditional rules for good writing can create writer's block and offers strategies that focus on the topic and student's thinking for overcoming writing apprehension. (HOD)

Study results indicate that proficiency needs of teachers of composition include: (1) teaching/learning strategies for improving student writing ability; (2) applying the writing processes to their own as well as to student writing; and (3) evaluating student writing performance. Findings indicate that teachers need to engage in considerable…

Analyzes the expressive and stylistic role of punctuation in French literary works, pointing out that this aspect of language deserves more attention by teachers of advanced French courses. Suggests that students should be gradually sensitized to the value of punctuation as a tool for interpretation and production of creative writing. (MES)

The authors assert that school writing programs inhibit students through meaningless topic assignments and emphasis on the technical aspects of transcription rather than the really basic skill of composing. They describe a first-grade classroom ideal for writing instruction, where the teacher collaborates in children's writing, instead of teaching…

Presents a theoretical model of the writing process and suggests having students create a picture collage as an introduction to the various roles and stages in the writing process. (HTH)

Six participants in the Third International Conference on the Teaching of English share their views on the contributions made during the conference. (HOD)

Future directions in the teaching of writing must focus on the classroom and on ways of making the classroom situation more effective. There is a need to consolidate the new insights into writing and the writing process into effective classroom practice. (HOD)

Uses a model of the writing process to analyze the writing of a 13-year-old boy and to shed further light on writing as process rather than product. (RL)

Asserting that the mind of the creative reader operates precisely like the mind of the creative writer, the author examines theories of the psychology of poetic composition, in order to draw implications for the teaching of literature. (SJL)

Presents a rationale for studying psycholinguistic aspects of the writing process and outlines a model of writing based on a psycholinguistic model of talking. Offers an analytical study of 450 syntax errors written by college students demonstrating the usefulness of studying writing as derivative of normal speaking processes. (HOD)

Summarizes a seminar discussion on teaching composition skills to elementary school students. (MP)

Describes the process one sixth grader went through in writing a short story and analyzes what this reveals about writing and the teaching of writing. (DD)

Argues that educators need to demystify the writing process so that students can approach the world of literature realistically. Suggests that exposure to how writers work and to the kinds of situations from which they draw inspiration can provide insights into what is required of a would-be writer. (FL)