A difficult task facing college English departments is the creation of a freshman English program that is coherent and theoretically sound and which allows instructors a certain flexibility. Recently, the English department at Francis Marion College undertook a major revision of its freshman program with these goals in mind. The result was a…

This manual, intended for use by tutors working with adults learning to read, offers a consolidated resource of specific instructional techniques and provides additional suggestions not covered in basic tutoring workshops. The manual summarizes a variety of approaches commonly used to instruct adults and provides background for three modes of…

With support and guidance, graduate students can successfully pursue academic writing for publication. In graduate circles, academic writing is presumed to be a solitary activity for which students already are prepared. Yet, the reality is that students tend to find academic writing difficult and stressful, and they often look to university…

The purpose of this article is to suggest the value of a research tool which has rarely been used in studies in instruction in writing: baseline measurement of group and individual performances. This approach was used in examining the results of a study of a self-instructional program in narrative writing which was prepared for and tested by…

Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

Claims that the process approach to writing (1) suffers from methodological defects; (2) appears to be based on a number of mistakes about the nature of language and mind; and (3) may lead to contentless courses full of solipsistic students. Argues that, examined critically, process ideas have only limited usefulness in business communication. (JD)

According to contemporary thought and foundational research, this paper presents various elements of the foreign language teaching profession and language learning environment in the United States as either product-driven or process-based. It is argued that a process-based approach to language teaching and learning benefits not only second…

A process approach to writing instruction with learning-disabled students is presented, in which students are guided through the processes of planning, drafting, and revising text. The model emphasizes the interaction of the teacher and learner through such activities as conferences, prompting, modeling, peer collaboration, and dialogues about…

Describes a procedure for peer editing in a junior high school writing workshop in which sentences of the work to be edited were copied onto individual pieces of paper and rearranged by each peer reviewer. States that differences were noted and the author chose which order to adopt. (RS)

Denies that the paradigm shift in composition pedagogy (process/product), apparent in the rhetoric of many journals, has become a widespread pedagogical reality. Gives first-hand accounts of teaching methods in Canada, Great Britain, and the United States showing that pedagogy continues to be product-oriented. (SR)

Examines why writing instruction is mired in traditional practices, textbook dependency, and teacher-centered/maintenance-oriented methodologies. Contends that influences for the status quo in language arts instruction will remain powerful, but a metamorphosis of writing instruction is essential. (MS)

Shows how style and usage checkers can be used in writing exercises that encourage a recursive pattern of student revision. Looks at several instructional design ideas that can create "process-centered" revision software that appears heuristic, contextual, and interactive. (RS)

Writing groups, used in many English-as-a-Second-Language (ESL) composition classrooms, pose problems for some students from collectivistic cultures such as Japan and China. Suggested reasons are the individual benefit goal, the need for feedback rather than group harmony, and strained group dynamics. (Contains 41 references.) (Author/LB)

Investigates to what extent children were given opportunities to engage in process writing. Finds a textbook orientation to language instruction, small amounts of time spent in prewriting or writing activities, and a preference for teacher-controlled writing processes. (SR)