The current focus on high level planning and abstract goals runs the risk of misrepresenting the contributions that cognitive psychology could make to the study of writing if it neglects important linguistic features that distinguish the writing of natural language from other problem solving tasks. An alternative perspective on writing emphasizes…

Arguing that to consider only the writer's mental processes is an intellectualist view of the composing process that does not present a fully human way of knowing, this paper takes the position that the writer is more than a mind at work and that an account of the writer as knower must include a consideration of the interaction between mind and…

This volume comprises a comprehensive indexing to the nine texts in spoken and written Chinese prepared by the author and published by the Yale University Press: "Beginning Chinese,""Character Text for Beginning Chinese,""Beginning Chinese Reader,""Intermediate Chinese,""Character Text for Intermediate…

Defines personae as the imaginary and fictive being implied by and embedded in a literary or dramatic work and contends that personae are discoverable in every scientific discourse. (MH)

Presents current items about the teaching of writing that "every department head ought to know," and suggests some reasons why the teaching of writing might be a personally rewarding intellectual experience. (Author/GT)

A response to the statement of the Conference on College Composition and Communication on "Students' Right to Their Own Language," based on comparison of the writing and talking processes. (DD)

Describes the process of rewriting a poorly-written document into plain English. The process includes redefining the audience, altering the content, reorganizing the content, changing the verbal and visual style, and retaining the document's legal force. (JMF)

The mental activities of reading and responding to literature and the difficulties that occur as students try to produce written accounts of what they have gained are explored, as are the demands made on the student's language when putting into words what s/he has gained through a study of literature. (Author/KC)

As part of an argument for social and textual views of literacy, this review summarizes some of the accomplishments and shortcomings of constructivist accounts of reading and writing activity. A rhetorical perspective calls attention to the way language use crystallizes relations between readers and writers. (SLD)

Discusses how nearly everyone who talks about morality assumes that it is closely linked to language and especially to public discourse. Suggests that teachers of rhetoric and writing courses must develop models that help students resist naive prescriptions and meet the challenges involved in voicing their views responsibly in a diverse and…

Grounded in integrated and excerpt style (Emerson, et al., 1995), this article chronicles Mr. Lehrer, an English teacher who provides his students access to standard and nonstandard writing conventions. Student writing samples and discursive practices illustrate enhanced awareness of distinctions between nonstandard language (African American…

English classes should develop the use of good English in student compositions, which should in turn influence student morality. (JH)

(Text is in French.)

This paper discusses informal, semiformal, and formal speaking and writing, three language levels that differ from one another in organization, preparation, intent, tone, and audience. By demonstrating the essential unity of writing, speaking, reading, and listening, speech communication teachers can develop students' abilities in all the language…

Outlines basic goals, techniques, and materials for a college level course in Russian language stylistics. The use of literature readings, composition writing, stylistics levels of both spoken and written language, and synonym equivalence are discussed. (Text is in Russian.) (DH)