Suggests five criteria against which any revised approach to research writing ought to be tested. Concludes with some general remarks about the shaping of future courses in research writing. (RL)

Argues that instruction in technical writing can be valuable to medical students. (MKM)

A diamond-shaped model depicts the researcher/writer's progress from problem definition through preliminary research and major research to the stages of consolidating the data, writing, revising, rewriting, and final production. (RL)

The chief reason for defining writing as revision of inner speech is to ensure that writing will be acknowledged as nothing less than thinking, manifested in a verbal way, and to make sure that it is taught accordingly. (Author/IRT)

Argues that teachers need to be aware of the diverse conceptual demands made by writing assignments in various disciplines; illustrates this by analyzing four assignments. (DD)

Describes the benefits to be derived from a system of grading in which every student's paper is read by two teachers. (DD)

Encourages teachers not to grade each individual student composition, but instead to grade papers only at the end of each semester. (DD)

Provides 22 "crots" (brief independent and discrete units of sentences without transitional devices) and discusses the "crot" as a rhetorical form. (DD)

An English composition teacher compares instructions in a tap-dancing class to learning the basic skills of writing. (PBS)

Argues that composition teachers should emphasize the role of audience in discourse, and suggests two ways to accomplish this. (DD)

Reviews research in the teaching of writing, suggests appropriate ways to teach writing, and concludes that the most important thing for writing teachers to do is to find pleasure in writing themselves. (DD)

Describes how to motivate students by helping them publish their own writing or find commercial firms to publish it for them. (DD)

Outlines the ways in which Herbert Hoover and William Shakespeare wrote about professional ethics (for engineers and kings, respectively) using the writing techniques of concreteness, audience awareness, and development by induction. (TJ)

Advocates an approach to composition based on purposes or ends rather than on techniques or means. Suggests four categories of purposes: definition, substantiation, evaluation, and recommendation. (DD)

Discusses the writing teacher's role as a commentator on students' papers, a role encompassing correcting, emoting, describing, suggesting, questioning, reminding, and assigning. (DD)