Hostname: page-component-76fb5796d-r6qrq Total loading time: 0 Render date: 2024-04-28T09:01:53.237Z Has data issue: false hasContentIssue false
  • English
  • Français

Writing: The nature, development, and teaching of written composition. Vol. 1: Variation in writing: Functional and linguistic-cultural differences. Marcia Farr Whiteman (Ed.). Hillsdale, N.J.: Lawrence Erlbaum Associates, 1981. Pp. x + 214.

Published online by Cambridge University Press:  28 November 2008

Martin Steinmann Jr
Martin Steinmann Jr
Affiliation:
University of Illinois at Chicago
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Book Reviews
Information
Applied Psycholinguistics , Volume 4 , Issue 1 , March 1983 , pp. 79 - 87
Copyright
Copyright © Cambridge University Press 1983

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bach, K., & Harnish, R. M.Linguistic communication and speech acts. Cambridge, Mass.: MIT Press, 1979.Google Scholar
Beaugrande, R. de.Text, discourse, and process: Toward a multidisciplinary science of texts. Norwood, N.J.: Ablex, 1980.Google Scholar
Bissex, G. L.Gnys at wrk: A child learns lo write and read. Cambridge, Mass.: Harvard University Press, 1980.Google Scholar
Britton, J. N., Burgess, T., Martin, N., McLeod, A., & Rosen, H.The development of writing abilities (11–18). London: Macmillan, 1975.Google Scholar
Brown, R. L. Jr., & Steinmann, M. Jr., (Eds.). Rhetoric 78: Proceedings of theory of rhetoric: An interdisciplinary conference. Minneapolis: University of Minnesota Center for Advanced Studies in Language, Style, and Literary Theory, 1979.Google Scholar
Chomsky, N.Syntactic structures. The Hague: Mouton, 1957.CrossRefGoogle Scholar
Dijk, T. A. van.Text and context. London: Longmans, 1977.Google Scholar
Dillon, G. L.Language processing and the reading of literature: Toward a model of comprehension. Bloomington: Indiana University Press, 1978.Google Scholar
Dillon, G. L.Constructing texts. Bloomington: Indiana University Press, 1981.Google Scholar
Emig, J.The composing processes of twelfth graders. Urbana, III.: National Council of Teachers of English, 1971.Google Scholar
Freedle, R. (Ed.). New directions in discourse processing. Norwood, N.J.: Ablex, 1979.Google Scholar
Gregg, L. W., & Steinberg, E. R. (Eds.). Cognitive processes in writing. Hillsdale, N.J.: Erlbaum, 1980.Google Scholar
Gundlach, R. A.How children learn to write: Perspectives on children's writing for educators and parents. Washington, D.C.: National Institute of Education, in press.Google Scholar
Haas, W.Phono-graphic translation. Manchester, U.K.: Manchester University Press, 1970.Google Scholar
Halliday, M., & Hasan, R.Cohesion in English. London: Longmans, 1976.Google Scholar
Himmelfarb, S., & Eagly, A. H. (Eds.). Readings in attitude change. New York: Wiley, 1974.Google Scholar
Hirsch, E. D. Jr., The philosophy of composition. Chicago: University of Chicago Press, 1977.Google Scholar
Kintsch, W., & Vipond, D. Reading comprehension and readability in educational practice and psychological theory. In Nilsson, Lars-G¨ran (Ed.), Perspectives on memory research. Hillsdale, N.J.: Erlbaum, 1979.Google Scholar
Kitzhaber, A. R.Themes, theories, and therapy: The teaching of writing in college. New York: McGraw-Hill, 1963.Google Scholar
Nystrand, M. (Ed.). What writers know: The language, process, and structure of written discourse. New York: Academic Press, 1982.Google Scholar
Sampson, G.Liberty and language. Oxford: Oxford University Press, 1979.Google Scholar
Sampson, G.Making sense. Oxford: Oxford University Press, 1980.Google Scholar
Scribner, S., & Cole, M.The psychology of literacy. Cambridge, Mass.: Harvard University Press, 1981.CrossRefGoogle Scholar
Searle, J. R.Speech acts: An essay in the philosophy of language. Cambridge: Cambridge University Press, 1969.CrossRefGoogle Scholar
Steinmann, M. Jr., Freshman English: A hypothesis and a proposal. Journal of Higher Education, 1966, 37, 24–32.Google Scholar
Steinmann, M. Jr., Rule competences and rhetorical competences. In Mufwene, S. S., Walter, C. A., & Steever, S. B. (Eds.), Papers from the twelfth regional meeting Chicago Linguistic Society. Chicago: Chicago Linguistic Society, 1976.Google Scholar
Steinmann, M. Jr., Speech-act theory and writing. In Nystrand, M. (Ed.), What writers know: The language, process, and structure of written discourse. New York: Academic Press, 1982.Google Scholar
Stubbs, M.Language and literacy: The sociolinguistics of reading and writing. London: Routledge & Kegan Paul, 1980.Google Scholar
Tannen, D. (Ed.). Spoken and written language: Exploring orality and literacy. Norwood, N.J.: Ablex, 1982.Google Scholar
Vachek, J.Written language: General problems and problems of English. The Hague: Mouton, 1973.CrossRefGoogle Scholar
Young, R. E., Becker, A. L., & Pike, K. L.Rhetoric: Discovery and change. New York: Harcourt, Brace & World, 1970.Google Scholar