Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Contrasts the traditional theory of composition with the new process theory of writing and concludes that the popularity of the new theory (with its student-centered teacher) is probably due to the compatibility of educationist theory with the unphilosophical temper of the age. (NKA)

Suggests that modeling the writing process be carried one step further by the classroom writing teacher to the publishing component, and recounts some of the benefits to be gained by doing so. (NKA)

Examines the scene of writing as an artifact of literary modernism and uses this examination as a basis for challenging common conceptions of writers and writing. Argues that the success of curriculum reform movements in the field of composition depend on revising this iconic view of writing to accommodate students and teachers. (JD)

Argues that the process approach to writing should not be stressed too heavily in business communication courses because the process may (1) be a luxury; (2) be an illusion; and (3) vary so much between writers that urging a set series of steps might accomplish little and make inefficient use of class time. (JD)

Examines the theoretical background for a process-based pedagogy. Denotes a sample progression for a process-based course, including a description of the phases in the writing process and an application of this description to various assignments. Includes an extended example. (JD)

Offers a review of various veins of thought related to writing instruction such as traditional grammar and rhetoric, discourse processes and cognitive science, and discourse form and sociolinguistics. (SRT)

Notes that the precepts of rhetoric instruction have changed little since their formalization in influential classical works. Reviews the canons-divisions framework of classical rhetoric, then looks at their modern counterparts. (FL)

Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

Provides ideas for helping students find sources and discover a topic for a research paper and discusses students' research processes, focusing on the need to allow students time to make meanings out of the facts they gather. (SRT)

Describes how advanced placement students at Gunn High School (Palo Alto) achieve a higher than average pass rate on the advanced placement final exam required in California. Attributes their success to the focus on expository writing and provides examples of both good and bad essays. (JDH)

Describes a technical writing course built around student-designed projects. Argues that the course allows students to address worthwhile problems and to research and present their material in proposals, feasibility studies, research reports, and other appropriate forms. (SRT)

Explores student and teacher behavior in writing instruction as the "underlife" (behaviors that undercut the roles expected of participants in a situation) of the current educational system. Suggests that the identities students develop in writing classrooms are more conducive to academic success than the traditional identity of the…

Suggests asking students to complete an index card with demographic and personal information, which students can then exchange among themselves to foster interaction and alleviate anxiety during the first class session. (HTH)

Points out the need for informed and experienced users of data bases. Discusses the definition of a data base, creating a data base for research, comparison use, and checking written text as a data base. (EL)