ERIC Number: ED259379
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Teaching of Writing: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1985 (Vol. 45 Nos. 7 through 12).
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 39 titles deal with a variety of topics, including the following: (1) the assessment of writing ability; (2) small group discussion as a prewriting activity; (3) effects of evaluation methods in learning technical writing skills; (4) the effects of prior knowledge and audience on writing; (5) teaching creative writing; (6) a study of the word processor and composing; (7) using a learning styles approach to teaching composition; (8) parent involvement in the composing processes of kindergarten children; (9) a comparison of two approaches to using writing across the curriculum; (10) sentence combining; (11) literature as equipment for writing; (12) regression in student writing performance as a function of unrecognized changes in task complexity; (13) using transparencies in a model workshop to develop learning, teaching, and writing; (14) criteria for and consistency in freshman composition evaluation; (15) the validation of the writing assessment test; (16) acquiring practical reasoning through teacher-student interaction in dialogue journals; (17) letter writing; and (18) small group writing conferences. (EL)
Descriptors: Annotated Bibliographies, Computer Assisted Instruction, Content Area Writing, Creative Writing, Critical Thinking, Doctoral Dissertations, Educational Theories, Elementary Secondary Education, Group Discussion, Higher Education, Prior Learning, Rhetoric, Sentence Combining, Technical Writing, Writing Evaluation, Writing Improvement, Writing Instruction, Writing Processes, Writing Readiness, Writing Research
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Note: Pages may be marginally legible.