ABSTRACT
The writing “crisis” perceived in the mid-1970’s by now has the familiar look of an educational problem in the process of being solved. While the original concern may have been overstated, it is clear that the problem of poor writing was not (as some claimed) a hoax and the solutions are not fads. In fact, both educational practice and research have been positively influenced by identifying writing ability as a key concern. Curricular reform and pedagogy have profited from an increased emphasis on writing as an essential skill and as a mode of learning. And basic research on writing is focusing on complex issues of process, development and function, which tend to be downplayed in much educational research.
