This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 33 titles deal with a variety of topics, including the following: (1) the relative frequency of various practices for teaching writing as perceived by authorities in the field; (2) the experience of composition and word processing among high school seniors; (3) writing experiences as perceived by liberal arts and sciences faculty and graduating seniors; (4) characteristics of the concept of audience in fifth grade writing; (5) trends in written composition instruction in elementary school textbooks; (6) the effect of teacher feedback on the reduction of usage errors in junior college freshman writing; (7) an eclectic approach to teaching composition; (8) the effects of cooperative peer review in college advanced technical writing; (9) the effect of mode of discourse on student writing performance; (10) the effect of varied teacher cues on higher and lower ability students' revision; (11) effects upon writing performance and attitudes of teacher-student dialogue writing; (12) a comparison of effective teachers' self-reported practices and opinions with recommendations of curriculum authorities; (13) peer interaction during collaborative writing at the fourth and fifth grade levels; (14) story dramatization as a prewriting activity; (15) teaching writing on a word processor; (16) the role of literature in teaching freshman composition; and (17) the public speech as a model for patterns of organization in persuasive writing. (HTH)