Ten deaf college freshmen and a comparison group of five hearing students participated in a study of a method to identify long pauses in written composition that have important statistical properties. Subjects first wrote two initial drafts of short stories they had viewed on video tape. Later, they revised and recopied their two originals and one…

A teacher of secondary learning disabled students describes an effective way of teaching grammar, mechanics, and usage by focusing on revising and editing of the students' own work. (CL)

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)

Remedial tactics are offered for five problem areas in written expression: (1) difficulty beginning, (2) problems translating ideas to paper, (3) poor re-writing or editing, (4) lack of motivation to become involved in a writing assignment, and (5) difficulties in note-taking during class instruction. (CL)

The nine-step grid strategy provides prompts in both structure and content areas to improve the narrative writing skills of students with learning disabilities. The steps include developing a story grid with characters, setting, action, emotion, and so on; planning and writing the story; and completing both cognitive and technical edits. (DB)

Designed for adult basic education students at a fifth- to eighth-grade level, these materials explain the use of oral history as a means of learning about the past as well as improving student motivation, communication skills, and attitudes toward learning. Each of the eight chapters in the teacher's guide contains a vocabulary list, objectives,…

Suitable for grades K-6, the paper presents guidelines for evaluating various levels of writing ability. Also presented are a description of a four-phase writing process model and a list of components necessary for a good writing program. Characteristics of superior, typical, and weak writing are presented on a continuum according to the student's…

Procedures used to teach writing processes to learning-disabled middle school students are described. Students are led through each writing stage, including prewriting, drafting, peer conference, revising, editing, teacher conference, and publishing. A writer's map for an autobiography and editing symbols are illustrated. (VW)

Describes how one sixth-grade writing instructor successfully introduced writing conferences into the classroom. Discusses some of the problems encountered, how they were resolved, and the final procedures used for peer and teacher conferences. (HTH)

This article reviews research on the revision component of the writing process with hearing and hearing-impaired or deaf students. Special issues to consider in hearing-impaired children's revision include variability of the deaf population, level of writing skill, level of reading skill, and student response to revision. (JDD)

Suggesting that all phases of writing, including revision, have a great deal in common across age groups and levels of accomplishment, this book presents 196 specific revision exercises, as well as numerous examples from students and from literature. The first part of the book looks at how the ability to revise develops, and at how people can use…

Word processing can assist college teachers in writing and revising lecture notes, syllabi, vitas, bibliographies, and manuscripts. Disks can also provide notes for students who cannot avoid missing lectures. Electronic changes in materials provide an efficient and quick way to revise instructional materials, add items to bibliographies, and…

Eleven fifth- and sixth-grade learning-disabled students composed and revised stories using handwriting, dictation, and word processing. Dictated stories differed from other formats on product measures such as length, quality, and grammatical errors. Differences between handwritten and word-processed stories were found on the process measures of…

Examines the influence of prior knowledge on the quality of fourth-grade students' responses to three process-approach tasks: writing, conferencing, and revising. Results suggest that prior knowledge is a significant factor in all phases of process-approach lessons. (NH)

Strategies for teaching mildly handicapped students the processes of revising and editing their written compositions are described. Students read and revise each other's writing thus providing peer feedback that is crucial in a process-oriented writing program. A hierarchy of revisions is given to evaluate changes from first to last draft. (VW)