Analyzes score differences for the papers of 50 students who wrote on four different writing topics, two that were on transactional and two that were on expressive topics. Results suggested that differences between scores might be very important for individuals, so to insure fairness, teachers should use additional forms of writing assessment. (DF)

Describes clientele who could benefit from software being developed at University of Iowa for writing effective prose; what these authoring tools do and how they work; and design standards likely to produce a successful product. The software's design scheme, general design principles and objectives, and educational potential are discussed. (MBR)

This study examined effects of editing and cooperation on an instruction writing task performance on an individual transfer task. Results showed: (1) dyads significantly outperformed individuals on communication score; (2) noneditors outperformed editors; (3) completeness score with editors outperformed individuals on the first task; and (4) no…

Notes that writing center teachers' responses to students depend on what the writers want to say (content), how the writers approached the writing (process), and the conventions needed to prepare the final manuscript (skills). Discusses effective ways to conduct these three types of conferences for each stage of the writing process. (HTH)

Lists scholarly works published during the past year that would be of particular interest to those who administer, work in, or make use of writing centers. Includes only works directly connected to writing center theory and practice. (HTH)

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

Describes the "Strategies for Writing" course for freshmen at Carnegie-Mellon University, which possesses the twin goals of stimulating students' enthusiasm and giving them quality instruction. Notes that this course has proved more effective than traditional composition or literature based writing courses, and discusses the reasons why.…

Describes a method for teaching students to connect their ideas causally or logically in their writing by talking about the ideas before beginning to write. (HTH)

Provides a rationale for and description of daily student journal writing, peer evaluation, and revision, which provide students with necessary writing practice without overloading the instructor. (HTH)

Summarizes 15 years of National Assessment of Educational Progress data on reading and writing in elementary schools. While reading performance has improved over the 1971-1984 period for black and Hispanic 9- and 13-year-olds and for younger disadvantaged children, writing results are less encouraging. Effective writing instruction may require…

Presents the early history of writing across the curriculum (WAC) or "co-operation", as J. Hosic called it in 1913, concluding with a comparison of today's WAC programs with those of earlier decades. (SRT)

Notes that while personal satisfaction and academic self-esteem are reasons for English teachers to improve and grow, they are often thwarted in their efforts by a system that requires a heavy load of paperwork, censors their methods and materials, emphasizes grammar in testing, and offers few rewards for scholarly self-improvement. (SRT)

The author describes her efforts to engage intermediate grade children in meaningful writing. Her attempts to translate theory and research into classroom practice are discussed. (MT)

Relates the history and development of the Cornell School of Rhetoric, a university department that revived the teaching of classical rhetoric in American colleges and universities in the twentieth century and subsequently had a profound effect on rhetorical studies in this country. (EL)

Discusses the reason for the delay of designing and executing a case study method for writing center tutorials. (EL)