For the mini-conference, I have reading Perera (1984). She cites several studies on the writing processes of early children and remedial adults.  She notes that studies of beginning writers do not correct their writing.  One of the important markers of development is the crossing out of what they had written and not using an eraser (as a Brit she uses the lovely term “rubber,” of course).  She cites Birnbaum (1981) that abler children were more of aware of the possibility of revising a text and less able writers were more concerned with producing a neat error-free end-product.  She concludes this section with the following observation:

All of the researchers who have studied the processes of writing make it clear that many of the patterns of [revision] behaviors they have observed are not the product of maturation alone but also of teaching.  This indicates the importance of fostering approaches to the writing task that will be beneficial in the long term and, particularly the danger of an over emphasis on neatness and the avoidance of error. (p. 209-10)

This quotation has important implications for the place of grammar in the classroom.

Bob Yates, Central Missouri State University

 Birnbaum, J. (1981).  A study of reading and writing behaviours of selected 4th grade and 7th grade students.  Dissertation: Rutgers.
 Perera, Katherine. (1984).  Children’s writing and reading.  Oxford: Blackwell.

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