Discusses the use of school publications for promoting business education. Gives specific suggestions on writing news articles. (JOW)

Examines ERIC materials on the nature of and supporting the use of invented spelling in elementary school writing. (HTH)

Outlines a revision checklist for student use in analyzing purpose, audience, form, and expression; summarizes classroom procedures for individuals, small groups, or whole classes to use in revision and proofreading exercises. (AEA)

Responds to criticisms from the preceding article that writing process research, specifically that of the author, has not extricated itself from pedagogy and the classroom. (HTH)

Discusses the use of models for teaching children to write, suggesting that successive drafts rather than a finished poem used as models of the revision process might be more effective. Includes three drafts of a poem by the author, discussing observations for teaching illustrated by the poem's revision process. (HTH)

Looks at three articles that demonstrate how current research and theory on composition is insisting that the rhetorical concerns of "audience" and "purpose" are integral to the processes of writing. Discusses how these articles narrow the pedagogical gap between writing process theory and rhetorical concerns. (HTH)

Focusing on the composing process, this series of articles discusses improving composing by exploring personal experience and the use of computers and specific computer composition programs for teaching writing. (HTH)

Describes the instructional procedures used in a method to enhance children's concept of story. (FL)

Examines some of the basic assumptions of the Bay Area Writing Project and contrasts the model with the institute model developed at the University of Vermont and by the New Hampshire Writing Program. (HOD)

Presents eight objectives developed in the Shoreham-Wading River School District, Shoreham, New York, for the students in the National Writing Project. (JW)

Discusses the pros and cons of presenting a collegewide, 14-week seminar for faculty development in writing across the curriculum. (AEA)

Examines the differences in quality ratings that 20 teachers in each of three high school curricular areas gave samples of written argument by college freshmen and investigates the relationship between the three groups of quality ratings and eight syntactic and mechanics-of-writing variables. (FL)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Research suggests that good writers differ from poor writers. Teachers who develop prewriting exercises, emphasize multiple draft assignments, help the student think about revision, and evaluate the product can help undergraduates write and think more clearly. (Author/AM)

Discusses the writing process as it is represented in recent research and practice, with emphasis on (1) rhetorical concerns; (2) the arts of invention, style, and arrangement; and (3) efforts to expand writing instruction beyond traditional courses and disciplines. Recognizes a shift that characterizes writing as rhetorical problem solving.…