ABSTRACT
Although there is a substantial body of data on the development of writing skills, it has not seemed to have much implication for instruction. Reviews of writing research from an educational perspective have given scant attention to it (Blount, 1973; Braddock, Lloyd-Jones, & Schoer, 1963; Lyman, 1929; West, 1967). Generally speaking, developmental research has educational significance only when there is a conceptual apparatus linking it with questions of practical significance.
