Reports on research showing that the use of a process-oriented writing program did not improve students' reading ability. (DF)

Describes recent research studies in the areas of writing (contexts, status surveys, instruction, processes, text analysis, assessment rhetoric), language (processing, development, interrelationships, language and schooling), literature, and teacher education. (HOD)

Explains why structured composition assignments produce better writing than nondirectional writing experiences, explores the reasons for this, and establishes hypotheses based on these reasons for developing a theory of composition instruction. (HOD)

The Thinking/Writing model integrates principles of learning theory, composing process research, and practical writing strategies. It is developed to motivate teachers to use writing as a tool for promoting cognitive growth. (MD)

Describes using Hitchcock's work in the writing class to promote attention to detail, careful preparation for writing and revision, and stylistic concreteness. (CRH)

Reviews some of the available resources--films, videotapes, and textbooks--that support visual approaches to writing. (EL)

Disproves two assumptions about the development of written language by examining the spontaneous writing of a young child. Expounded primarily by James Britton and associates, the assumptions are (1) children's early writing is relatively undifferentiated in function, and (2) the primary starting point for young writers is writing stories. (HTH)

Argues that literacy development should focus on thinking and speaking skills so that students can critically evaluate the oral and written rhetoric in their daily lives and become more articulate and lucid communicators. (HOD)

Discusses the use of holistic evaluation, the use of rubrics and checklists, peer evaluation, and small group peer evaluation as means of making writing evaluation effective while keeping the paper load manageable. (FL)

The purpose of this study was to investigate the effect of self-assessment of writing processes versus products on the quality and quantity of EFL students' writing. The subjects for the study were 80 students enrolled in two classes in two general secondary schools in Menoufya School District during the 2001/2002 academic year. The two classes…

This Ready--Set--Read Kit includes an activity guide for families, a 1997-98 early childhood activity calendar, and an early childhood growth wallchart. The activity guide presents activities and ideas that families (adults who have nurturing relationships with a child--a mother, father, grandparent, other relative, or close friend) can use to…

This book, part of a series which serve as guides for K-12 teachers who are striving to align lively, classroom-tested practices with standards, gathers together brief articles spotlighting suggestions for effective instruction. Beginning with activities that help students think through the audience and purpose for their writing, this book offers…

Despite educators' efforts to understand the process of composition, writing remains a mercurial process difficult to see or describe, even partially. Writing is a process even more difficult to grasp when the writer is possessed of a language--Chinese, for example--and must rely on that language to take possession of and write in a second…

Scholars in the communications field rarely have discussed speech composition, and this conversation is long overdue. Reconceptualizing the basic course as advanced composition can enhance the integrity and reputation of the course. Several noteworthy implications emerge that suggest the desirability of operationalizing such a conception,…

A discussion of the use of feedback in process-oriented second language writing instruction focuses on students' need for feedback, the most effective ways of providing it, appropriate timing for feedback, and how students use this information. Literature on feedback in process-oriented writing instruction is reviewed in light of each of these…