This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 25 titles deal with a variety of topics, including the following: (1) basic writers in the community college; (2) the power inclusion model and the politics of voice in the teaching of composition; (3) lay and professional pressures on teachers of composition in American high schools from 1958 to 1978; (4) using sentence combining to improve the composition of mentally retarded students without formal grammar study; (5) the degree of student involvement in the writing process; (6) the teaching of writing in journalism; (7) design, discovery, and development in a freshman writing course; (8) interdisciplinary writing in university classes; (9) teacher training in the writing process and its effect on student writing performance; (10) audience-centered rhetoric; (11) the relationship between instruction in expressive writing and sixth grade students' achievement in language arts; and (12) current trends in teaching composition in selected Florida high schools. (FL)