Writing readiness is based on linguistic readiness, conceptual readiness, and a knowledge of the composition process. (DD)

Stresses the need for students to understand the characteristics of good writing by evaluating passages from famous essays. (MB)

Discusses testing and its effects on the teaching of English. (AA)

Criticizes the modern style of Spanish writing, in correspondence, the press, and official communications. Rules of grammar and correct vocabulary are often ignored or perhaps never learned. (Text is in Spanish.) (CHK)

A study to determine the degrees of mastery by middle-class second grade children of seventeen syntactic competencies and to compare their oral and written syntactic attainment. (DD)

A "thinking-across-the-campus" for composition, intended to help students see and write afresh about the world as well as to better perceive basic compositional principles, is described. The analogizing/synergizing principle applicable to composition can work for the benefit of many courses. (MLW)

"Writing-by-process" and "writing-by-formula" are compared and evaluated. Teacher attitudes concerning both methods are examined. The author states that judicious blends of both approaches may merit continuing attention and experimentation by teachers and students. (CT)

Analyzes public relations writing as an activity which is uniquely related to organizational goals and objectives. Provides a basis for theory by linking rhetorical theory and communication management and describes a method for framing public relations writing objectives. Notes that objective statements are useful because, among other things, they…

Advocating the whole language philosophy as an approach which makes language learning easy and fun for hearing-impaired children, activities involving reading favorite books, shared reading, and rewriting stories wherein new words and sentence structures are introduced in the context of the whole story or poem. (CB)

Seniors in two basic English classes learn to write vivid prose by recording conversations before concentrating on the conventions of writing. After the writers express themselves, they begin to see the value of the rules of writing. (MLF)

Describes research on how female language characteristics affect the writing processes and written products of female basic writers. (SR)

Presents grammatical and stylistic guidelines for the improvement of writing in student publications. Offers examples of correct and incorrect usage, and suggests replacements for pretentious, wordy, meaningless, imprecise, and jargon-filled prose. (AYC)

When preintermediate English-as-a-foreign-language students did a controlled dictation test and then amended their protocols during an unexpected second exposure to the passage, an analysis of the scores showed a modest improvement in performance, counterbalanced by a marked drop in dispersal and a loss of validity. (Author/CB)

In order to study the effects of a year-long word processing program on holistic writing skills, seventh-grade students used a word processor three times per week to complete writing assignments while the control group used pen and paper. Writing samples taken upon completion of the treatment were analyzed. Results are discussed. (Author/MT)