A study at Hong Kong University explored the use of the word processor as a writing tool in enhancing a process approach to writing instruction and the effect it has on writing performance, student attitudes to writing and revising, and the process by which students revise their scripts. A comparative analysis was done on a control group of 13…

Using the right hemisphere of the brain in evaluating student writing means consciously and consistently incorporating its emotional, intuitive, and holistic functions with the more analytical functions of the logical "left" hemisphere when considering, judging, and directing improvement in student writing. Research seems to suggest that…

To examine the relationship between student writer and audience, five volunteers from a college freshman composition class were asked to think aloud on tape as they revised three out-of-class drafts of a paper. The subjects gave one protocol after getting feedback on an early draft from their own writing group, another after a student-teacher…

Designed to use recent research on revision activities and personal error analysis, a classroom study compared grades on papers written by students with and without specific instruction and practice in revising and proofreading techniques. Detailed statistical analyses of two writing assignments revealed no significant difference in grade…

Responding to student writing is challenging for teachers, because it is difficult to write helpful, perceptive comments on student papers. Recent theory and research suggest that teachers can learn much about response, and that there are options available to writing teachers searching for better ways to respond to student papers. An important…

A study examined the effects of using a microcomputer for writing on the composing processes and attitudes toward writing of three non-native college students. The subjects were a Korean, an Egyptian, and a Pole, former students of remedial writing in English as a second language (ESL). The data used included multiple drafts from a previous…

Current literature on writing instruction focuses on the writing conference, which accompanies a shift in emphasis from product to process and potentially transforms the teacher's role from task master and evaluator to respondent, opening the door to greater peer interaction in literacy learning. However desirable this ideal may be, extant…

The literature selections serving as the basis for writing assignments in the articles in this journal issue range from time-honored English classics ("Beowulf,""Sir Gawain and the Green Knight") and American standards ("A Farewell to Arms,""The Scarlet Letter") to contemporary fiction. The articles deal with works by women writers (Shirley…

The essays in this book address various cognitive and emotional dimensions of disrupted composing and describe some of the situational variables that can contribute to it. The titles and authors are as follows: "Blocking and the Young Writer" (Donald H. Graves); "Emotional Scenarios in the Writing Process: An Examination of Young…

A technique used in college-level accounting courses helped students to develop technical expertise and, at the same time, to improve writing skills. The approach was intended for classes that include both large groups of students learning English as a Second Language (ESL) and groups of non-ESL students. Student responses to exam questions were…

Objectives of this project were to update and convert to disk storage appropriate handout materials for courses for the electronic technology open classroom. Project activities were an ERIC search for computer-managed instructional materials; updating of the course outline, lesson outlines, information handouts, and unit tests; and storage of the…

Argues that talking helps college writers to formulate and clarify their ideas while they gain confidence. Cites R. Zoellner's "talk-write" model as an alternative to the segregation of speech and writing. Concludes that small tutoring sessions and full session discussions with developmental students encourage revision. (JG)

Describes a foreign language composition course which uses peer group teaching techniques at the pre-writing and revision stages as a supplement to teacher instruction and evaluation. (Author/CB)

Describes interactive computer software programs that develop prewriting, word processing, and revising skills. (MM)

Recommends that college teachers and their students exchange weekly letters, in either paper or electronic form, as a familiar and friendly means of communication. The method increases dialog, suggests rethinking, and encourages rewriting while keeping the stakes low. Students respond well to the assignment. Samples of student letters and comments…