Provides brief annotations for writing textbooks in the following categories: (1) developmental writing, (2) freshman composition, (3) advanced writing, and (4) professional concerns. Contains a list of participating publishers. (FL)

Describes the writing processes involved in composing and revising a poem that was eventually published. (FL)

Concludes that in classes where their writings are turned into books, even seven year olds gain a sense of audience and begin to write with their readers in mind. (FL)

Discusses the "can of worms" opened by exhorting students to "write with a purpose." Examines other cliches that state the obvious about the writing process. (HTH)

Argues that teachers of young children need to recognize and take advantage of suitable opportunities to model their writing skills. Offers examples of possible activities. (FL)

Curriculum policies, testing programs, and language arts textbooks have hampered the teaching of writing, but circumstances are changing. An 11-item reference list is included. (Author/DCS)

The need to adapt a course in writing skills for proposal preparation to the different needs and characteristics of adult students is discussed, focusing on factors such as employer pressure as well as more general adult learner problems. Compensating strategies and course and materials design for teachers to use to increase student success are…

Presents excerpts of letters written by children to their favorite children's authors, discussing how the letter writing experience parallels authors' experiences. Also presents responses from some of the authors. (HTH)

Describes one way of teaching writing through the blending of several approaches: (1) the model of exemplary passage, (2) identification with the passage, (3) the writing response group, (4) analyzing the structure of the model passage, (5) reading professional essays and articles, and (6) revising work. (FL)

Reflects on the nature of composition studies as a discipline, first delineating some of its distinctive features and then discussing advantages and dangers associated with these features. (FL)

Reports on a study that examines the validity and usefulness of Rogerian rhetoric. (FL)

Describes personal growth of a teacher who is influenced by research theories and, more importantly, the knowledge gained from working directly with individual writers. (CRH)

Explores the discourse modes put forth in Bain's nineteenth century college textbook "English Composition and Rhetoric." Discusses his rationale for shifting from the previous belletristic schemes to the forms of description, narration, exposition, persuasion, and poetry. (HTH)

Linda Flower and John Hayes respond to Marilyn Cooper and Michael Holzman's "Talking About Protocols," pointing out errors in their understanding of protocol analysis and a study in which the data appear to contradict what Cooper and Holzman assume the researchers should see. Includes reply by Cooper and Holzman. (HTH)

Explores the content of advanced composition courses for upper class college students. Suggests that in addition to concentrating on the student's own writing, it would be valuable if such courses included materials from rhetoric research to make students aware of the history and traditions of the field. Cites recommended materials. (RBW)