Argues that listening is an integral part of composing by discussing the results of several listening/writing exercises (retellings of short stories or parts of novels). Notes that basic writers learned to hear the reader-voice in texts, thereby developing their internal writer's voice and better control of their writing. (RS)

Describes a unit for a basic writing course using broadcast journalism to strengthen students' critical thinking skills and improve their writing facility. (MM)

Asserts that basic writers must learn to consciously manage written patterns to become better writers. Reviews six studies focusing on lexical and syntactic differences between written and spoken English, and suggests focal points for teaching writing patterns to basic writers. Examines two case studies which demonstrate writing pattern…

Proposes that students' problems controlling the rhetorical features of school discourse (inventing a purpose within one's writing that will also serve the external purpose of impressing a grader) are as fundamental to the difficulties of basic writers in college writing as their syntactical and mechanical errors. (SR)

Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Describes the various stages of instructor-basic writer conferences at a writing laboratory. Stresses the importance of minimizing the teacher's role, and of posing questions as informed readers to stimulate student writing and revision. (MM)

Presents remarks on essay testing made by Edward M. White, an account of procedures for developing essay questions for the California State University and Colleges (CSUC) English Equivalency Examination, the 1974 essay scale with accompanying writing samples, and the questions and scale used in the 1975 test. (RL)

Describes the procedures that a community college used in instituting an exit examination for a developmental writing course. Discusses reasons for the policies that were set up and tells what has been learned as a result of using the exit examination. (RL)

Recounts the rationale, development, construction, and design of an essay examination format that accounts for teacher differences and provides some objectivity in observation and measurement that is usually lacking in such writing examinations. Notes that one of the features of the format is computer readable scoring. (RL)

Studies the effects of word processing on the composing processes of six basic writers. Concludes that quantity and quality of revisions are not likely to increase, that word processing initially causes many interventions in composing, and that better writers are more likely to use word processing programs in advantageous ways. (RS)

Examines two case studies which illustrate that specific syntactic and semantic difficulties in writing are related to reading problems in syntax and comprehension among basic writers. Asserts that looking at writing miscues can be an appropriate way to analyze writing errors in a reading context. (MM)