Points out the disadvantages and limitations of grading all student writing. Offers alternative methods of giving students meaningful feedback about their writing. (RL)

Reviews the research done on the evaluation of student compositions. (JL)

Argues that teachers and students would benefit from teachers' mastering of a variety of types of responses to writing, including personal and empathetic responses, in addition to the traditional advisory and evaluative responses. (RL)

Suggests guidelines for evaluating and using the findings of research in the classroom. (JL)