Surveyed 107 academics from the University College of Wales, Aberystwyth, in 1991 concerning their writing strategies and tools. Results found that 77% used word processors and that 53% used the 3-stage approach to writing that emphasized planning, writing, and revising. (Contains 10 references.) (MDM)

Reports on teaching strategies that strengthen students' reading skills in identifying how autobiographical writers signal specific purposes. Notes that students benefit from making stronger links between their reading and writing. (SR)

Describes an assignment that introduces students to argument through a collaborative process of data collection and problem solving. States that the goal of the assignment is to build students' confidence in their ability to apply the kinds of thinking and writing strategies they will need to succeed in college. (PRA)

Presents four ideas for writing lab strategies and activities. Discusses creating prewriting collaborative research teams, learning new software, peer review, and supporting evidence. (SR)

Describes a first-day assignment for writing courses called a "writing autobiography" in which the student is asked to identify and assess their own strengths and weaknesses as writers. Argues for the value of having students consider their processes as writers. (HB)

Offers a profile of today's newsletters and includes suggestions for producing a successful newsletter. Provides a checklist for writing case histories and an outline of major types of newsletters and house organs. (SR)

Lists 43 annotations of articles on resume research and instruction, textbooks on business communication, and sources on rhetorical issues, visual theory, and graphic design of resumes. (PRA)

Describes the writing process of a teacher/writer in the creation of a 5-novel series portraying relations between men and women over a 175-year period in which women struggle to control their own lives. (PRA)

Describes a research project which studied how spoken and written language interweave and overlap and the teacher's power to promote literacy through talk. Describes the entire process, including the original interest in the subject, the formulation of the research question, the collection of data, and writing and teaching strategies that resulted…

Questions whether teaching critical thinking skills is transferable to the task of writing, or whether critical thinking is context dependent. Demonstrates the relevance of this problem to the current composition classroom and calls for further thought, research, and experimentation concerning this issue. (HB)

Illustrates, through a description and examples, the collaboration between a university class and an elementary class. Describes pen pals and collaborative book writing as two approaches that provide student writers with the opportunity to receive rehearsal of strategies such as invented spelling, writing as a process, and integrating the language…

Looks closely at the nature of the bilingual edition and the specific problems that it presents to the translation theorist. Examines publishers' strategies, the translator's introduction and notes, and reading strategies. Comments on the importance of the translation process. (SR)

Presents an interview with Karen Cushman, discussing her career progress, her children's reaction to her writing, as well as her next book, "Matilda Bone." Talks about "what character she is most like" and discusses future projects. (SC)

Examines critically the claim that computers give rise to nonlinear writing. Presents a new computer-based research tool, "S-Notation," that can automatically trace a writer's revisions to a text in their natural order. Presents an ongoing study that applies this method to assess the effect of the writing task on the linearity of text production.…

Examines audience-centered writing strategies in two early sewing machine manuals. Considers the difference between non-sexist and gender-neutral writing. Concludes that avoiding sexism in technical writing may sometimes be impossible. (PA)