Investigates whether students revise more extensively and successfully with a computer than with conventional methods. Indicates that writing on a computer did not lead to increased revision for these students and that no positive relationship existed between extensive revision and the quality ratings. (AEW)

Describes an assignment that urges expository writers to pursue their own interests and create a fully developed prose project that they will be eager to share. (HTH)

Analyzes writing samples of 22 first graders and 13 second graders to determine how children learn the rules of punctuation. Finds they develop necessary hypotheses which are alternative to the standard end-sentence period placement rule. Suggests young "language scientists" need opportunities to practice this innate trade: rule formation. (NH)

Surveys the composition scene both as a teacher and journal editor, finding positive improvements such as (l) enhanced professionalism of young composition teachers, (2) growth of graduate programs, and (3) improved course content and methods. Notes, however, that in spite of these improvements each teacher still needs to periodically assess the…

Traces the epistemic trend in rhetorical theory through the literature of four disciplines: new physics, reader response criticism, history of classical rhetoric, and composition theory. Sheds light on the philosophical and pedagogical implications of the epistemic trend for teaching scientific writing as a subjective and social process. (SKC)

Offers tips for teaching technical and business writing to corporate employees, including (1) using writing samples from the host organization, (2) keeping technical requirements simple, and (3) teaching in clearly stated blocks of time. (JC)

Procedures used to teach writing processes to learning-disabled middle school students are described. Students are led through each writing stage, including prewriting, drafting, peer conference, revising, editing, teacher conference, and publishing. A writer's map for an autobiography and editing symbols are illustrated. (VW)

Outlines seven steps that help improve students' revising and editing skills, including helping students to focus their revision efforts, revising work based on feedback, and having students copy and display the piece in some way. Asserts that writers need both practice and instruction on how to improve their work. (MM)

Describes how a teacher and students deal with the death of a classmate through sharing aloud her written compositions. (MM)

Suggests that writing helps reading comprehension only if the writer is aware of the relationship between reading and writing and if the writing is purposeful. Presents three purposeful writing activities. (ARH)

Suggests that parents who understand how written language development resembles oral language development are more willing to accept whole language instruction. Offers teachers suggestions on how to convince parents of this similarity. (ARH)

Describes problem definition in academic writing as existing on a continuum, with literary interpretation near one end and scientific writing near the other. Examines the consequences of this for undergraduate literature and composition assignments. (SRT)

An annotated bibliography for teachers of recently published titles in the following areas: working with young children; meeting special needs of young children (such as dyslexia, child abuse, learning disabilities,); teaching; schools and educational quality; emotional development of young children; reading, writing, and language arts; and…

Offers suggestions to help writing teachers overcome inertia and fear and begin writing themselves. (FL)

Sets forth a "deconstructionalist" approach to writing evaluation that emphasizes the attitude of error analysis. (FL)