Argues that, like making stew, there is more than one sequential writing process, and that while one cannot discern the process by examining the product, the product (or purpose) cannot help but shape the processes. (HTH)

Reviews Emig's methodology, highlighting both the timeliness of her study, and the flaws in her generalizations about writing teachers' expertise. Cautions against depending upon her results and those of similar studies, as the final word on the writing process. (HTH)

Explores the use of topical structure analysis as a way to understand some textual cues that may prompt revision and as a way to describe the effects of revision. Describes the methodology, results, and implications of a study of some of the textual causes and effects of revision. (HTH)

Describes and gives example of a Picture Pack, an inexpensive, instructor-made, teaching book which will stimulate interest in writing and increase writing skills in foreign language classroom. It consists of a picture and writing activities about it. It is useful for language teachers responsible for different levels of instruction and those…

Describes a poetry writing exercise that used photographs as a stimulus. Presents some poems produced by this exercise. (JL)

Discusses three factors that should be taken into account before a writer sets out to write an essay: audience, purpose, and personality of the writer. (AEA)

Recommends using imitative methods, including copying, to teach composition students vocabulary, spelling, sentence sense, grammar, fluency, and style. (AEA)

Concludes that there is some congruence between the majority of Nova Scotia's English teachers' beliefs about writing and some aspects of current research findings concerning the writing process. (AEA)

Working with teachers, parents, and the school board, the East Hampton (Connecticut) Public Schools developed a program that improved students' paragraph writing within one year. The program involved setting objectives on paragraph construction and use of supporting information, giving teachers inservice training, specifying students' problems,…

Suggests that, although writing instructors cannot completely eliminate writing anxiety in students, they can create a positive environment and offer strategies that will help reduce students' fears and build confidence in their writing skills. (AEA)

Presents seven writing exercises designed to (1) convince students they have something to say, (2) produce work that students enjoy writing, (3) demonstrate that good writing does not have to be dull, and (4) help acquaint students with their own ability to use various personnae. (FL)

Refutes some of the arguments often given by students majoring in technical fields to explain why they supposedly do not need to write. Identifies the kinds of documents writers in several fields actually write and offers instructional implications for what should be stressed in technical writing courses. (HTH)

Presents a relatively simple set of graphic methods that students can use to sort and organize information that traditional methods of outlining and organizing do not handle well. (JL)

Describes a useful internal structure for a college writing program and one method of fitting a composition program into the university through linking the teaching of writing skills to lower-division general education courses. (JL)

Recounts experiences as a writing consultant and the lessons learned from these experiences. (JL)