Abstract

Many researchers in composition instruction assume that free and journal writing exclusively and necessarily produce “meaningful” writing. This is not substantiated in their limited case study research, or in the research of anyone else. We need to establish a precise definition of “meaningful” writing, determine its place in the curriculum, and determine better means of designing instruction that produces writing that is both meaningful and of high quality. The meta-analysis of Hillocks (1984) indicates that structured composition assignments produce better writing than nondirectional writing experiences. This article explores the reasons for this, and establishes hypotheses based on these reasons for developing a theory of composition instruction. The hypotheses support a need for structured instruction, rather than student-generated direction.

Journal
Written Communication
Published
1986-01-01
DOI
10.1177/0741088386003001008
Open Access
Closed
Topics

Citation Context

Cited by in this index (4)

  1. Written Communication
  2. Written Communication
  3. Written Communication
  4. Written Communication

Cites in this index (1)

  1. Research in the Teaching of English
Also cites 1 work outside this index ↓
  1. 10.1086/443789
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