Examines recent research that uses protocol analysis to determine the cognitive processes used by writers in planning their work. (FL)

Describes the steps a writer can go through in producing an article and how a word processor can facilitate the thought and compositional processes. (CRH)

Suggests that learning to write should be mastered before a research paper is ever assigned. Presents exercises developing student skill in using source materials to express their own ideas. (MM)

This study investigated whether seventh- and ninth-grade students who did prewriting activities in English class preceding a related literature comprehension test would produce higher raw test scores on literal and interpretive questions than would students who did not use prewriting. The study took place in 1993 and 1995. Participants included…

A study shows that advanced ESL students explore and clarify ideas and attend to language-related concerns primarily after their ideas have been delineated. These results call into question the prescriptive approach to writing instruction that is overly concerned with correctness. (MSE)

Writing represents the writer's dialog, first, with himself, and later, with the reader. Both processes take part in the communication and influence its shape and content. The successful writer persuades by making present those things which are not in the immediate environment and by balancing the conflicting demands of stability and flexibility.…

Explains four visual composition preparations providing both concrete experiences to stimulate student writing and a nonverbal means of teaching the internal structure of discourse. (MM)

Offers a sampler of teaching strategies for using student collaboration during the early stages of writing. (RL)

This article offers strategies for implementing a process approach to teaching written composition, emphasizing prewriting, writing, and rewriting. Discussion of three functions of writing, including expressive writing, transactional writing, and poetic writing, is included. Writing process principles are linked to gifted education principles to…

Shares details about two prewriting strategies (brainstorming and synthesizing information), and discusses some practical issues related to the use of computer-based concept mapping in the classroom. (SR)

Describes how a teacher-as-researcher project led the author to create more opportunities for remedial high school students to "talk out" their writing as a prewriting exercise. (MM)

Investigates the effectiveness of the story impression method--a prewriting activity that develops a schema for ideas found in the story. Suggests that students enjoy using the story clues to write a prestory. Finds that story impressions are a powerful tool for helping all readers (including remedial readers) improve their comprehension. Appends…

This article presents a three-stage writing process designed to enhance the writing skills of gifted students, increase their engagement in the subject matter, and provide a greater degree of understanding of the content area. The stages are referred to as prewriting, writing, and rewriting. (JDD)

Describes as a prewriting strategy the use of seventh-grade language-arts student and teacher story telling about "guilt trips" played by parents and teens. Maintains that this is a useful prewriting strategy often neglected as teachers move to a process-oriented instructional model. Describes pitfalls to the verbal prewriting strategy. (KB)

Describes a program where at-risk fifth-grade students were treated to a writing program that utilized prewriting activities to see if their written expression and writing anxiety would improve. Compares students' before and after papers utilizing their holistic scores on written expression. Demonstrates that student writing anxiety can be lowered…