Describes one child's experiences with learning to compose at the computer to illustrate how children have no preconceived expectations and are content to learn the computer's functions as the need arises. Advocates a classroom environment in which children are free to explore the computer's potential at their own pace. (HTH)

Suggests that perception is most vigorous and thus most amenable to organization when guided by teaching that places creativity before communication. (MM)

Suggests general changes in the standard reading and writing curricula and examines the language of writing instruction, in college level individual writing conferences, to take a closer look at issues involved in implementing the curricula for higher and lower achieving students. (FL)

Investigates the relative effectiveness of two adjunct questioning techniques employed to increase writers' elaboration. (HOD)

Researcher and educator Charles Cooper responds to questions about writing evaluation theories, contexts, methods, and instruments. (FL)

Presents a model for a technical writing course with special emphasis on the needs of English as a second language students. Explanations of assignments focus on the rhetorical, syntactical, and grammatical features to be stressed. Also considers problems resulting from cultural differences, and the advantages and disadvantages of the sequence.…

In this study of 40 fourth graders and two teachers, the influence teacher ideological differences have on how children learn to write during classroom lessons was investigated. Analysis of narrative compositions based on a picture sequence revealed significant differences between student compositions for an academic teacher and a…

Describes a writing unit for junior high students in which they respond in writing to art reproductions or photographs and are responded to in turn by their classmates. (CRH)

Presents four principles to use in creating inconspicuous sex-fair language: (1) be consistent, (2) use words not marked for gender, (3) make the surface structure match the deep structure, and (4) use dual epronouns only when they contribute to clearer understanding. (MM)

This article describes a training program that was developed to prepare teachers who were to work with students using a computer-based writing program called QUILL. Training methods, winning administrative support, and follow-up activities are discussed. (PP)

Describes the problems of writer-based writers, who are unable to select and relate their knowledge effectively, and proposes exercises to develop their writing skills. (MM)

Examines Plato's characteristics of ideas and guidelines for definitions in rhetorical arguments. Discusses several classroom assignments based on Platonic rhetoric with emphasis on definitions. (HTH)

Suggests methods of promoting original writing in the classroom, from freeing writing from the notion of failure to working with word variations and rhythms. (MM)

Suggests that by studying and writing dime novels, students can develop their understanding of literary history and gain skill in working with such literary concepts as theme, plot, setting, and characterization. (MM)

Examines the distinct and sequential aspects of revision in the writing of first graders, as determined through a teacher's classroom research. Lists factors to consider when adjusting teaching styles to children's early writing processes. (HTH)