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ERIC Number: ED210705
Record Type: RIE
Publication Date: 1981
Pages: 17
Abstractor: N/A
Reference Count: 0
Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1981 (Vol. 42 Nos. 1 through 6).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 29 titles deal with a vareity of topics, including the following: (1) the interrelationship of reading and writing in the composing process; (2) the relationship between composition teachers' ability to write and the writing achievement of their students; (3) the composing of skilled and less-skilled freshman college students; (4) the composing processes and graphic linguistic awareness of three very young children; (5) a psycholinguistic study of writing; (6) the relationship of textual and nontextual characteristics to schemata for expository and narrative prose; (7) the effects of variations in essay questions on the writing performance of college freshman; (8) the quality and syntactic maturity of college freshmen's in-class and out-of-class writing samples; (9) cognitive style and writing; (10) the effects of various notemaking strategies on the recall of textual material; (12) a theory of composition for undergraduate basic writers; (13) cohesion patterns in expository paragraphs; (14) written communication at the managerial and professional/technical levels; (15) the effects of subliminal implantation in written material on the decision making process; and (16) the composing processes and heuristic strategies of six adult remedial writers. (HTH)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Freshman Composition; Reading Writing Relationship
Note: Pages may be marginally legible.