Describes a program of the Graduate College at Iowa State University that features an "English examiner" who screens incoming students for writing ability. (FL)

An educator reviews IBM's newest entry into the educational market--a program that promises to teach kindergartners and first graders reading through writing. The program consists of four separate activities through which students are cycled. Brief descriptions of these activities and list of hardware needed are also provided. (JN)

The values of learning to express oneself in writing are noted, major components of writing (psychological factors, content, and craftsmanship) are identified, and approaches to evaluating written language disorders through formal and informal methods are described. Intervention information focuses on hierarchial skills, motivation, content area…

Describes a model inservice program developed and implemented in the Bangor Township (Michigan) elementary schools, which was structured on the process approach to writing instruction. (FL)

Argues that after a decade of intense concentration on the theory and practice of writing, it is now important for literature to reenter the composition classroom and to become part of a course that teaches "language skills" as a continuum. (FL)

Examines studies of literacy instruction in American schools during the past 10 years both in terms of the notions that guide current practice and in terms of recent conceptions of literacy. Concludes that current literacy instruction limits students. Proposes an alternative view of instruction grounded in the concept of instructional scaffolding.…

Focuses on (1) the disparities between reading and writing instructional methodologies, (2) the misconceptions students seem to draw if these disparities are not brought to their attention, and (3) the recursive relationship between written and oral language. Contrasts the relationships between main ideas and details in reading processes with…

Students like to use their own names as the basis of writing projects because of their strong feelings and firsthand experiences with names, the folklore of names, and because they appreciate having their lives brought into the classroom. (CRH)

Argues that in the approach to writing as process, educators have fallen into the either-or fallacy and eschewed writing as product, the study of models of communication. Suggests that they see the activity as two processes--one expression, the other communication--of envisioning and revisioning. (FL)

Argues that when tests equate proficiency, competency, and literacy with writing academic essays, they maintain a severely understated and mistaken notion of what it means to write well and usefully and vigorously. (FL)

Analyzes more than 5,000 examples of "self-talk" gathered from blockers and nonblockers during the initiation and completion of writing sessions to reveal seven cognitive components of blocking: work apprehension, procrastination, dysphoria, impatience, perfectionism, evaluation anxiety, and rules. Indicates that blockers are more likely…

Evaluates process theory, suggests its limits, and addresses some of the conceptual problems it leaves unresolved. (RBW)

Evaluates James L. Kinneavy's theory of discourse. Suggests that Kinneavy's theory would profit from internal development and shows how his terminology is capable of systematic elaboration. (RBW)

Discusses objectives that can be accomplished through the study of proverbs. Suggests a number of exercises involving proverbs that can be used to improve reading comprehension and hone writing skills and to develop a vocabulary. (RBW)

Describes a two-day residence in a fifth- and sixth-grade classroom of poet Arnold Adoff. Presents his interaction with five students as they struggle with their poetry writing. (HTH)