Studied the extent to which first language and second language (l2) writing proficiency can predict performance in L2 writing. Findings suggest that writing in a foreign or second language context is necessarily a language problem, not a writing problem. (Author/VWL)

Community college remedial reading students composed an informational report from sources. Productivity, use of source text, reproductions, accuracy, and inclusion of key ideas were analyzed as a function of text density and domain (health, business), and prior knowledge and general literacy skill. Text density interacted with literacy skill for…

Discusses insights the author has gained from various experiences of writing. Brings these insights all together in a way that may point writing curriculum in a new and totally unexpected direction. Contends that the goal of writing curriculum is to have children writing competently, correctly, and effectively. Explains how to make writing matter…

Presents a profile of children's author Brian Jacques. Discusses his writing and where he finds his inspiration. Explores four of his books. Discusses his interaction with his editors. (SG)

Follows from a previous investigation into the impact of guidance given in writing tasks when 600 eleven-year-olds completed writing tasks with varying content and structural support. Probes children's thinking as they face a writing stimulus and plan their writing. Investigates whether the support facilitated better writing and if the nature of…

Considers how colleges and universities are turning their first-year composition courses into computer-intensive writing experiences, and sooner or later this momentum will push computers into secondary language arts classrooms. Presents annotations of seven websites that offer teaching ideas for middle school language arts. (SG)

Describes how assigning challenging problems can help students become better problem solvers and encourages them to practice the art of clear written communication. (YDS)

Presents an activity that focuses on fractions. Students engage in number sense and operations, logical reasoning, writing, and real-world applications of fraction concepts. (Author/NB)

Discusses the emphasis that the National Council for Teachers of Mathematics' (NCTM) "Principles and Standards for School Mathematics" puts on the need for all students to organize and consolidate their mathematical thinking through communication and communicate their mathematical thinking coherently to others through writing. Concludes…

Using responses of 90 undergraduate and graduate students, developed a model in which action-control belief variables have only an indirect effect on students' attitudes to writing a thesis mediated through two academic orientation variables. The model accounted for a large proportion of the repeatable variance in the two academic orientation…

Constructs a protocol of a teacher reading and responding to a student essay. Provides a map of the various concerns a teacher can take up in reading. Creates and models a heuristic to reflect on reading and responding practices in light of one's philosophy, assumptions, and practice. (PM)

Proposes that emotions should be regarded as important components of learning. Focuses on recent trends in composition relating to how the emotions have or have not been included in discussions emphasizing writing instruction. Suggests opportunities for further research that give attention to emotion. (PM)

Comments on an earlier article titled, "Speaking and Writing in the University: A Multidimensional Comparison," questioning the definition of register presented as well as the scope of the study. The authors of the original article respond. (Author/VWL)

Defines biorhetoric as a discourse of bodysigns. Explores the ways in which a biorhetoric offers the possibility of effecting radical change by positioning educators within the ambiguous interplay of materiality and semiosis. Examines biorhetoric as a tool for and a medium of change by exploring facets of its double vision. Offers an enactment of…

Investigated the relationships among students' perceptions of their second language (L2) writing anxiety and various learner differences and among L2 writing anxiety and other forms of language anxiety. Four language scales and a background information questionnaire were used to collect data. Findings suggest that fostering students' positive and…