This discussion of microcomputer outline processors shows how they can make it easier to jot down random ideas on a topic, organize them into a workable structure, and view all--or a specific portion of a topic--at an appropriate level. Functions, uses, and features to look for are described. (EM)

Considers the conventions of quotation marks--or "perverted commas"--and identifies seven uses, including shudder quotes (slang or inappropriate words) and scare quotes (used for attention or emphasis). Notes that quotation marks influence meaning and that finding a personal voice entails using language without quotes. (MM)

Responds to an overly narrow view of process by applying Martin Heidegger's concept of interpretation to writing. Suggests Heidegger's "forestructure" is a useful model to give depth to problems in rhetoric and composition. (MS)

Discusses how one teacher used word play to turn writing into an entertaining and imaginative sport. (ARH)

A program that included daily spontaneous writing helped eight first graders with academic and behavioral difficulties learn to express themselves meaningfully in a supportive, accepting environment. (CL)

A self-correction code system is described as a successful way to improve written English skills in deaf and other handicapped students. Self-correcton helps to improve attitudes toward writing as well. A table explains the system of 34 codes denoting common errors. (CL)

Explores the ways in which the simplifying processes of the varieties of English used in note-taking resemble and differ from those found in baby talk and in foreigner talk. Explores 10 simplified-register features identified in the university lecture notes of seven students. (HTH)

Involving children with meaningful occasions such as journal writing may be one way to communicae the importance of writing, not only as a fundamental communication skill but also as a means for personal learning and development. Journal writing focuses on the process rather than the product. (CL)

Research on communication in classrooms is reviewed to provide implications for the writing process. Studies address language, social identity, and teacher expectation. The importance of meaning as the focus of writing is stressed. (CL)

A follow-up study is described of the literacy development of 10 hearing impaired preschoolers. Results address organizational features, generativeness, intentionality, socialization, demonstrations, text, context, risk, and spelling. (CL)

Presents a response refuting Leonard Moskovit's essay on the use and misuse of the referent "this," arguing that his analysis of 28 examples and resulting principles for evaluating broad referents are in error. Includes Moskovit's defense of his essay. (HTH)

The "Writing to Read" program uses microcomputers to teach a phonemically consistent alphabet, thus allowing children to write words phonetically while learning to read. Because the system requires minimal motor coordination, it may be applicable to students with disabilities. (CL)

Seven remedial exercises designed to integrate reading and writing skills for learning disabled students are presented. The exercises, part of a model communicative writing program, focus on copying, automatic writing, restoring deleted words, outlining, paraphrasing, projection, and correspondence. Examples of student writing are included. (CL)

Learning disabled students can perform tasks to understand seven "metagrammars," organizational structures in writing: (1) narration, (2) chronology, (3) location, (4) analogy, (5) origin, (6) taxonomy, and (7) description. Charts can sensitize students to the various types of organizations. (CL)

Attempts to show how the new rhetoric does not partake of the error that deceived the linguists who tried to use their subject to teach writing and how it comprehends its own grammar of pedagogy. (Author)