An important aspect of the composing process is the element of organization--the coherent development of ideas and considerations of relevance. Most investigations of this aspect have focused on prewriting behavior or on "heuristics,""frames," or other approaches that presuppose that organization is something imposed from the…

The information in this booklet is intended to help teachers improve writing instruction in grades seven through twelve. The topics discussed include (1) establishing a writing program in the elementary and secondary school grades; (2) guidelines for organizing writing programs; (3) assigning versus teaching; (4) establishing a writing workshop or…

Writers who double back to alter diction and syntax change their understanding of what it is they are saying, thereby clarifying their understanding and enhancing the discovery of new ideas. Revision, when taken this way, is often a form of invention. The difficulty in teaching revision is that writing has mistakenly been regarded as a linear…

Following a brief discussion of the heightened academic interest in writing and writing instruction, this paper presents a review of recent theories of the composing process. It next reviews case studies on the composing process. Finally, the paper offers conclusions about the relevance of the research for education. (Author/FL)

This supplemental volume to the Persian instructional materials of the Defense Language Institute provides practice in writing and recognizing Persian letters and words. (JB)

At the City University of New York (CUNY) the Faculty Development Program (FDP) helps develop faculty teaching skills by enrolling professors in courses they plan to teach. A writing instructor details his experiences while participating in English 0.4. (MD)

Cites bibliographies, books, and reviews of books on communication and works on technical communication theory and instruction (HTH)

Presents three premises that, despite the variety of tasks and responsibilities laid on technical writers, are central to the technical writing profession and which should be at the foundation of any technical writing curriculum. (HTH)

Compares J. Agee's film reviews for "Time" and "The Nation," concluding he assumed a more knowledgeable, sophisticated audience in readers of "The Nation." Analyzes content, style, and structure of reviews, showing loose structure, deductive reasoning, and rambling style in "Nation" reviews, and coherent,…

This paper presents three views of language and shows that each view, though contributing to understanding, provides no clear direction for instruction. These views are the prescriptive, the psycholinguistic, and the sociolinguistic. It is proposed that the use and reflective appraisal of language are essential parts of language programs. (MT)

Notes that all assignments for writing assessment require a rhetorical transaction. Describes the rhetorical frame provided by the assessment developed at the University of Michigan, and compares versions of the test topics to discern their equivalency through an analysis of student performance. (HTH)

Examines the representative conceptions of process pedagogy in (1) Maxine Hairston's article, "The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing"; (2) C.H. Knoblauch and Lil Brannon's "Rhetorical Traditions and the Teaching of Writing"; and (3) Ann E. Berthoff's "Forming, Thinking, Writing: The…

Discusses expectations, and the results of those expectations, that a teacher may set for a new class. Suggests that a willingness to abandon the lesson plans and respond to the needs of the class is necessary. (MS)

Offers seven effective learning activities for the first day of class. (MS)

Argues for a cognitive-based curriculum which ensures that students participate fully in using writing as a mode of learning. Discusses Bloom's taxonomy of cognitive skills: (1) knowledge; (2) comprehension; (3) application; (4) synthesis; and (5) evaluation. (RAE)