TR 15. Negotiating Among Multiple Worlds: The
Space/Time Dimensions of Young Children's Composing,
by Anne Haas Dyson. In this examination of the drawing,
talking, and writing of kindergartners, first-, and
second-graders, Dyson focuses on children's growing
awareness of text time and space as they develop as
authors of fictional prose. This study questions the
developmental appropriateness of traditional assumptions
about "embedded" and "disembedded" language and about
"narrative" and "expository" prose. May, 1988; 36 pages;
$4.00.
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TR 32. Foundations for Creativity in the Writing
Process: Rhetorical Representations of Ill-defined
Problems, by Linda J. Carey and Linda Flower. This paper
examines the composing process of expert writers working
in expository genres. Taking a problem-solving
perspective, the authors address the concept of creativity
in writing as it is embedded in ordinary cognitive
processes. June, 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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OP 6. Narrative Knowers, Expository Knowledge:
Discourse as Dialectic, by Anne DiPardo. DiPardo
explores the schism between narrative and exposition and
argues that instruction which fosters a "grand leap" away
from narrative into the presumably more grown-up world of
expository prose denies students the development of a
complex way of knowing and seeing, robbing them of
critical developmental experience with language. January,
1989; 34 pages; $4.00.
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OP 8. Writing and Reading in the Community, by Robert
Gundlach, Marcia Farr, and Jenny Cook-Gumperz (from a
joint project with the Center for the Study of Reading).
This paper reviews recent scholarship on writing and
reading outside of school--that is, in the community, both
at home and in the workplace. Gundlach, Farr, and Cook-
Gumperz explore writing and reading as social practices
and consider the implications of this social view of
literacy outside of school for writing and reading
instruction in school. March, 1989; 41 pages; $4.00.
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OP 9. Bridges: From Personal Writing to the Formal
Essay, by James Moffett. Moffett discusses the transition
from writing personal-experience themes to writing formal
essays. As a framework for understanding this transition,
he presents a schema that groups different writing types
and shows their connections. As illustration, he includes
examples of student writing from his anthology series
Active Voices. March, 1989; 19 pages; $3.50.
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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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