In looking at the hierarchical structure of a composition, it is practical to diagram the natural text in T-units in a three-dimensional matrix based on the three hierarchical relationships between T-units: coordinate, subordinate, and superordinate. In this matrix, a coordinate relationship, which results from conjoining, elaborating, and…

Suggests that the real value in the current concern with research in writing lies in the belief that writing and the teaching of writing are activities that matter, rather than in specific "findings" or "techniques." (AA)

Compares J. Agee's film reviews for "Time" and "The Nation," concluding he assumed a more knowledgeable, sophisticated audience in readers of "The Nation." Analyzes content, style, and structure of reviews, showing loose structure, deductive reasoning, and rambling style in "Nation" reviews, and coherent,…

Discusses Mikhail Bakhtin's view of language acquisition. Contends that his ideas about language as ideology will allow syntactic and grammatical stumblings, as well as rhetorical failures, to be seen as possible manifestations of ongoing social and cognitive processes, rather than simply deficiencies of skill. (MS)

Argues that teachers of writing are more concerned about good writing than about good writers, and that they should instead strive to improve the experience of writing, even if that means throwing out the piece of writing produced. (JAD)

Successful group writing is possible only if the members understand the process of group work. Good group skills will improve group writing skills. Preparation is necessary to achieve positive results when working in groups. (JOW)

Notes that Richards still offers the best overall theoretical reserve available to teacher of language because he deals primarily with language as it is actually used. Elaborates on two of Richards' insights likely to be of greatest overall and long-range value to both writers and writing instructors. (HTH)

Considers the results of a survey of writers which was conducted to determine the effects of computers on the written composition process, particularly how computers provide a new tool to overcome writer's block, and how writing revision becomes much easier. (MBR)

The author reflects on his professional experience as an academic writer and offers some suggestions on how to write. (PD)

Shows that Aristotle's common topics are part of a theory of interpretation rather than a collection of devices for invention. Argues that it is more Aristotelian and more useful to understand composing as interpretation and not invention. Uses scholarship to inform pedagogy and to reorient composing toward acts of reading. (EL)

Suggests, on a humorous note, a game-plan for assignment justification and elaboration that utilizes, in a constructive and professional manner, the best of what is known about assignment-making. (EL)

Examines the relationship between editors and writers and cites traits of a good editor, such as knowing language and knowing people and not giving writers more suggestions in one sitting than they can handle. (DF)

Examines the history of literacy, identifying four current models of literacy. Argues that literacy does not merely coexist or interact with oral skills but includes them--that the definition of literacy consists in written and oral practices organized around texts in a particular culture. (PD)

An interview with Arnold Lobel, a prolific writer and illustrator, reveals his practices as an artist, his relationship to the child audience, and influences on his work. (HOD)

Preparing a manuscript for publication is a lot like preparing a presentation for the school board or a group of colleagues. Eleven hints are provided to help writers formulate an idea, dig for supporting evidence, and state their case forcefully and precisely. (TE)