Investigates the effects of question type (general or specific) and question position (prior to or following writing) upon measures of conceptual elaboration in writing. Results indicate that writers can benefit from questions following initial writing that enhance conceptual elaboration of base-level ideas during writing revision. (HOD)

Investigates the relative effectiveness of two adjunct questioning techniques employed to increase writers' elaboration. (HOD)

Contrasts the revising patterns of junior high school students when they used a word processor and pens and paper. Concludes that those who used a word processing program added more words to the ends of their texts and corrected more errors, but did not make more global text revisions than when they used a pen. (HOD)