The Developmental Writing Program process curriculum model was developed to teach writing to elementary students. It combines prewriting, drafting, editing/revising, and publishing/sharing. A staff development model has also been developed and includes three components: administrator and staff orientation, teacher training, and on-site program…

Presents a strategy for using an expanded version of Total Physical Response (TPR) as one tool for teaching listening, speaking, reading, and writing in Spanish. Variations of TPR are suggested for the purpose of implementing the technique within the foreign language curriculum. (Author/CB)

Discusses computer editing and describes the capacities and features of an integrated software package, Writer's Workbench. Suggests ways in which this program can be used to improve writing skills. Reviews the effects of this program on technical users, college students, and high school students. (ML)

Lists and discusses nine classroom practices designed to support writing as a process. (SRT)

Use of microcomputers to teach basic prose writing to university students was investigated. The CAI program presented information, responded to answers, and evaluated input. Subjects were 50 University of Victoria freshmen. Few significant differences occured between experimental and control groups. CAI can apparently be used effectively to…

Compares and analyzes the types and distributions of cohesive devices used in narrative texts by Dutch-speaking children aged 8-9 and 10-11. Findings indicate a developmental trend in the construction of more cohesive and compact narrative texts. (SED)

This study examined the summarizing skills of university students and developed from their protocols a scale for coding replications and distortions of the original. Findings indicate that underprepared students omit more main ideas and include more sentence-level reproductions than mainstreamed students. Data indicated no other significant…

Advocates using unassigned, student-generated topics for writing assignments. (EL)

Reports on writing skills business executives consider important areas of focus in business correspondence: logic, clarity, and brevity instead of grammar, diction, and paragraph structure. (PD)

Discusses whether it matters if the print of materials that young children read differs from the style of print that they write. States the desirability of providing children with reading experiences that expose them to a variety of typefaces. (EL)

Offers a dozen concrete suggestions for using paraphrase writing to teach content, better reading, and interpretive thinking. (HOD)

Observations of four students, from their second through fourth grades, as they evaluated compositions revealed, among other findings, that (1) affective responses tend to dominate quality judgments, (2) the number of criteria children used in arriving at quality judgments increased over time, and (3) evaluation criteria are used in both planning…

Demand for college composition courses has made it necessary to adopt departmental standards to ensure fairness to students and to faculty. This fairness doctrine promises that certain minimum requirements are being established and are being met. (MLW)

Two instances of teacher response, shaping, and evaluation of students' texts are analyzed. Although one text is oral, the other written, striking parallels in teacher-assigned task, text structure, and teacher-student interaction are noted. Explanations focus on schools as institutions and on the complex interpretive processes operating in urban,…

Argues that teachers can take advantage of child-initiated explorations to develop beginning reading and writing skills. Offers specific recommendations and suggestions. (FL)