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ERIC Number: ED238012
Record Type: RIE
Publication Date: 1983
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teaching of Writing: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1983 (Vol. 44 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 25 titles deal with a variety of topics including the following: (1) the effects of a heuristic prewriting model on eleventh-grade students; (2) a writing-across-the-curriculum program at a small liberal arts university; (3) a two-year college course in technical/occupational writing; (4) characteristics of students' classroom talk surrounding the assignment, production, and evaluation of a writing task; (5) instructional writing suggestions in elementary school language arts textbooks; (6) exploration of cognitive styles among skilled and unskilled writers in a technical writing class; (7) an approach to teaching writing process for basic writing students in community colleges; (8) the influence of peer conference groups and teacher written comments on revision; (9) two approaches to freshman composition in the two year college; (10) anthologies of prose models and composition instruction; (11) the storywriting program; (12) linking writing instruction to subject area learning; (13) a strategy for student detection and correction of specific nonstandard writing errors; (14) the collaborative writing conference; (15) the effects of pupil-teacher planning on student writing attitudes; and (16) the effects of probing on children's imaginative written and oral exposition. (HTH)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Theory Practice Relationship
Note: Pages may be marginally legible.