Learning to Write

First published in 1983. The present volume holds the selected papers of a symposium on CCTE Conference, held in 1979 in Ottawa, Canada. The content provides an introduction and a review of major themes in Writing research and pedagogy. This is in part achieved by the papers themselves, and in part by the introductions the Editors offer to each of the four Parts. Second, the reader is continually presented with a characteristic applied linguistic interplay of research and practice, each affecting the other, in a mutual and interactive manner. Third, the issues of 'Writing as Product versus Writing as Process', or 'The Teaching of Writing Skills versus the Development of Writing Abilities' or 'The Use of Writing for Learning and Knowing' are not merely issues affecting Writing alone but language learning and teaching as a whole, and one might add, the entire process of education. <p><b>Contents</b></p><p>Preface</p><p>Introduction</p><p><b>Part One: The writing process: three orientations</b></p><p> 1. Shaping at the point of utterance <i>James Britton</i></p><p> 2. Does learning to write have to be so difficult? <i>Carl Bereitter and Marlene Scardamalia</i></p><p> 3. New starts and different kids of failure <i>H. G. Widdowson</i></p><p><b>Part Two: The development of writing abilities</b></p><p> 4. The growth and development of first-grade writers <i>Donald H. Graves</i></p><p> 5. Assessing language development: the Crediton project <i>Andrew Wilkinson</i></p><p> 6. Toward a theory of development rhetoric <i>Daniel R. Kirby and Kenneth J. Kantor</i></p><p> 7. Redefining maturity in writing <i>Lee Odell</i></p><p><b>Part Three: Text and discourse</b></p><p> 8. A pluralistic synthesis fo four contemporary models for teaching composition <i>James L. Kinneavy</i></p><p> 9. Contrastive rhetorics: some implications for the writing process <i>Robert B. Kaplan</i></p><p>10. Syntactic skill and ESL writing quality <i>Patrick T. Kameen</i></p><p>11. The reliability of mean T-unit length: some questions for research in written composition <i>Stephen P. Witte</i></p><p><b>Part Four: Implications for teaching</b></p><p>12. Writers and their writing, 15 to 17 <i>Bruce Bennett</i></p><p>13. Scope for intentions <i>Nancy Martin</i></p><p>14. Writing in response to literature <i>John Dixon</i></p><p>15. Instructional focus and the teaching of writing <i>James R. Squire</i></p><p>16. From classroom practice into psycholinguistic theory <i>W. Ross Winterowd</i></p><p>17. Communicative writing practice and Aristotelian rhetoric <i>Keith Johnson</i></p><p>18. Anguish as a second language? Remedies for composition teachers <i>Ann Raimes</i></p><p>Bibliography</p><p>Index</p>