Argues that James Moffett's influential model of a young writer's development is flawed, because it depicts beginning writers as being far more limited than they are. (HTH)

Examines the structure of 100 pieces of nonnarrative writing composed by students in grades 1, 2, and 3. Analyzes the coherence in each of the pieces and the hierarchical ordering of information. Suggests the inadequacy of the term "expressive writing" to describe the initial writing done by students in the sample. (AEW)

Disproves two assumptions about the development of written language by examining the spontaneous writing of a young child. Expounded primarily by James Britton and associates, the assumptions are (1) children's early writing is relatively undifferentiated in function, and (2) the primary starting point for young writers is writing stories. (HTH)