Process-oriented writing, instead of training students to write for one audience (the teacher) and one purpose (a grade), allows students to generate ideas before they write, confer with peers as they write, and publish their papers after revising and editing them. In the Written Process Approach, the teachers act as coaches, cheerleaders, and…

Discusses networked document imaging systems and describes necessary software features. Highlights include desktop workstations; network architecture; modular application software; images from a variety of formats; merging images with text; editing functions; managing an electronic library; document delivery formats; and printing. (LRW)

Explains how a teacher and her students started a literary magazine as an extracurricular activity. Notes that, after receiving an overwhelming number of submissions, they put together a product that won recognition at the National Council of Teachers of English contest. Contains statements from six students on various aspects of production. (TB)

States that, for most students, revision consists of making surface changes without questioning the corrections suggested by their editors. Suggests that a better way to think of revision is being "more like the growth of a seed than movement down a linear path." Emphasizes the need for revision to be a collaborative effort involving the…

Describes working with multiage elementary school students on demand writing--writing to meet deadlines. Discusses why to teach it, practical applications, what teachers need to know before beginning instruction, getting started, introducing demand writing, modeling it, teaching beginnings and endings, and revising and editing/proofreading. (SR)

In a series of workshops, a women's writing group published books with sophisticated design and graphics aimed at an audience beyond the group itself. The value was not in publishing per se, but in learning, confidence, achievement of educational objectives, and relationships generated with the wider community. (SK)

Describes how writing instructors can aid students to become self-reflective, independent practitioners who can readily edit and proofread their own writing. Outlines numerous methods for dealing with error patterns. (HB)

Argues that proofreading should be viewed as a separate kind of writing and reading skill and that teachers of writing have not effectively trained their students how to perform this important task. Describes various strategies for teaching proofreading to students, including computer applications. (HB)

Describes an exercise in which students in an editing class edit stories written by students in a beginning reporting class. Notes that the exercise focuses on coaching (rather than bullying), thus encouraging good reporting and strong writing. (SR)

Describes an activity in which students are given copies of a poem by Emily Dickinson in her own handwriting and are assigned the task, in groups, of preparing a version of the poem for publication. Notes that this activity makes students aware of an editor's work and the work that goes into preparing material for publication. (SR)

Demonstrates how text editing programs can become the platform for a higher volume of student foreign language production, provide a greater variety of writing assignments in the second language, and make grading and writing management easier for language teachers. (21 references) (Author/CB)

A sequence comparison procedure, referred to as the edit distance procedure, has been shown to be particularly accurate for recognizing misspelled responses in second-language computer-assisted instruction. Experience with real dictation responses indicates that this technique reliably obtains markups that appear natural for users. (Author/VWL)

Considers reviews of L. Daniels's article on editorial policy regarding statistical significance testing and concludes that the controversy is not over, although the gradual movement toward requiring additional information in the reporting of statistical results is viewed as a positive trend. (SLD)

Contributes to journalism scholarship investigating the editorial vigor hypothesis using a national probability survey of mainstream news sources (mayors and police chiefs). Argues that newspapers with a corporate structure are more critical because they are more likely to be located in pluralistic communities and because they are more insulated…

The new Features Editor of the "Educational Researcher" articulates policies, procedures, and rules that guide the manuscript review process. The issues confronting the editor in this field highlight larger issues of the meaning of research and scholarly discourse. (SLD)