Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded…

Reports the results of a study that revealed that the instructional activities that precede writing are more important to student improvement than longer comments on the writing itself. (JL)

Many basic writers who possess minimal composition skills are able to articulate their thoughts but are unable to express these thoughts on paper. The talk-write method of writing rehearsal is an approach that allows these students to experience prewriting and composition processes in an enjoyable way. In the talk-write technique, the student…

Discusses four stages through which writers pass during prewriting. Offers ways of helping students pass through these stages so that they can begin to organize their writing more effectively. (RL)

Writing strategies encourage beginning writers to collect, explore, and focus ideas. This paper presents a rationale for fusing the word processor with the writing process and offers a series of pre-writing strategies, such as brainstorming, clustering and chunk writing, to help learning-disabled writers begin writing. (Author/PB)

Generating writing ideas is often a serious obstacle for students. Some classroom techniques to help them out of this dilemma include word associating and self-questioning. Students can also construct a matrix chart with the subheadings from their information resources. Once ideas are generated, they can be arranged in appropriate presentation…

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)

The main focus of contemporary research in writing is on developing ideas and on the processes of planning and revision that make this possible. In the first half of this paper, the distinctive strategies used by experts and novices are elaborated. For example, novice writers depend upon having knowledge already assembled in forms ready for…

The teaching of writing as a process can be accomplished through an eight-step "prewriting process" approach. The eight steps include planning, organizing, establishing assumptions and premises, obtaining data, evaluating data, electing a course of action, control, and implementation. In the planning stage, students are asked to complete an…

Concludes that teaching a set of words to students before they write an essay in which the words might be used can improve the quality of their essays. (FL)

Fundamental changes are needed in English classes if writing is to be taught. Students must have time to write, and they must have someone reading and responding to their writing. Students need to pay attention to their writing and the writing of others, and this writing should be as important as well-known literary works. (MD)

This bibliography contains lengthy annotations of 29 sources which address the issues of prewriting; revision; the emotions involved in the writing process; different methods of writing instruction; and the relationships among reading, writing, and reasoning. Also included are a glossary of terms, a summary of the issues raised by the works cited,…

Proposes a seven-stage model to assist in the process of synchronizing the rhythm of teachers' activities with those of their students. (DF)

As an orientation to the actual composition process, learning-disabled students should be taught methods for the development and organization of ideas. Strategies are presented for helping learning-disabled students improve composition skills by improving flexibility in vocabulary and sentence structure and by planning and sequencing ideas and/or…

Research on the composing process conducted from 1946 until the present is summarized in this paper. Concentratinq on research dealing with the process of writing, the paper does not include studies of written products, language development, or the effects of instruction. The research is arranged in chronological order from the earliest to the…