Advocates making large-scale writing assessment consistent with the view that writing is fundamentally about making and sharing meaning. Argues that this is possible through a writing portfolio system of assessment. Describes how such a portfolio program was begun at the University of Michigan to assess beginning students. (HB)

Recounts the story of how the writing faculty at Washington State University successfully reclaimed their university's writing assessment program. Argues that writing teachers should be leery of assessment programs made by others, and should create their own assessment tools. (HB)

This document describes a software program, CREATE, which was developed at Drexel University to guide students in creating English compositions. A second program, ReCREATE, guides students in reading their finished papers and making global revisions. CREATE asks 20 questions that a teacher might ask a student in a pre-writing conference. Unlike…

A writing-across-the-curriculum program has been initiated at the East Campus of Pima Community College in an effort to improve student literacy. The program operates in the following manner: (1) faculty in all disciplines on campus are asked to get involved in the program, those who participate being paid a one-time fee of $100 for their efforts;…

Reviews the importance of assessment in placing students in two-year college composition courses and describes the development of the objective English Qualifying Examination used at Northern Virginia Community College. Includes sample test items. (MKM)

Intended for composition teachers and researchers, as well as those involved with educational issues apart from the writing community (legislators, administrators, researchers in other fields, parents), this book contains essays that take a critical step beyond the standard arguments of the profession, pushing hard for example, at some of the…