ERIC Number: ED250713
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1984 (Vol. 45 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 27 titles deal with a variety of topics, including the following: (1) syntax in the writing of learning disabled and normal children; (2) tropes, invention, and the composing process; (3) speaking and writing relationships in kindergarten children; (4) dialogue journals; (5) the relationships between two distinct personality types and their composing processes; (6) writing for an audience; (7) business writing strategies; (8) imagery; (9) contextual factors and children's writing; (10) the editing process in writing; (11) a history of the composing process; (12) the role of interest in students' writing fluency and the quality of the product; (13) the function and development of a high school editing group; (14) the effect of cognitive style on the success of two textbook notetaking techniques; (15) the written vocabulary of the adult basic writer; (16) gifted students' written language and that of average students; and (17) fourth grade students' personal narrative writing. (FL)
Descriptors: Annotated Bibliographies, Cognitive Processes, Doctoral Dissertations, Elementary Secondary Education, Higher Education, Learning Disabilities, Literary Genres, Peer Evaluation, Revision (Written Composition), Syntax, Technical Writing, Writing Instruction, Writing Processes, Writing Readiness, Writing Research, Writing Skills, Written Language
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Audience Awareness; Invention (Rhetorical)
Note: Pages may be marginally legible.