TR 18. Readers as Writers Composing from Sources, by
Nancy Nelson Spivey and James R. King. Extending research
on writing processes as well as reading processes, this
study examines the report-writing of sixth, eighth, and
tenth graders, as accomplished and less accomplished
readers work with source texts and compose their own new
texts. Analyses reveal composing patterns connected not
only to grade level but to reading ability as well.
February, 1989; 30 pages; $4.00.
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TR 34. Planning in Writing: The Cognition of a
Constructive Process, by Linda Flower, Karen A.
Schriver, Linda Carey, Christina Haas, and John R. Hayes
(a joint report with the Carnegie Mellon Planning
Project). This paper describes the process adult writers
bring to ill-defined expository tasks, such as writing
essays, articles, reports, and proposals. It presents a
theory of constructive planning based on a detailed
analysis of expert and novice writers and suggests goals
for instruction and the support of planning. July, 1989;
55 pages; $4.50.
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TR 35. Differences in Writers' Initial Task
Representations, by Linda Carey, Linda Flower, John R.
Hayes, Karen A. Schriver, and Christina Haas (a joint
report with the Carnegie Mellon Planning Project). This
exploratory study investigates how writers represent their
task to themselves before beginning to write. Examining
the writing plans of expert as well as student writers, it
uncovers ways in which the type of planning writers do and
the quality of their texts correlate. July, 1989; 28
pages; $4.00.
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TR 40. Reading, Writing, and Knowing: The Role of
Disciplinary Knowledge in Comprehension and
Composing, by John M. Ackerman. To explore how
experienced writers use both knowledge of a specific
discipline and knowledge of general rhetorical skills,
Ackerman analyses 40 synthesis essays written by graduate
students in psychology and business. He finds that reading
comprehension and composing processes are interrelated.
March, 1990; 42 pages; $4.00.
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OP 14. Shirley and the Battle of Agincourt: Why It Is
So Hard for Students to Write Persuasive Researched
Analyses, by Margaret Kantz. Using a fictional college
sophomore called Shirley and her essay on the Battle of
Agincourt, Kantz connects recent research on expository
writing with a discussion of common student problems in
writing a term paper. Kantz describes rhetorical
strategies students can learn that will make their essays
more interesting. November, 1989; 25 pages; $4.00.
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