Proposes that in-depth assessment of student writing is the best and most effective way of grading papers and determining student needs. Includes a sample assessment scale. (CRH)

Presents a list of ways to forestall student attempts to submit "recycled" papers, including requiring in-class assignments, joint reports, copies of reports, and a filing system for student reports. (EL)

An unofficial study is recounted in which professional journals from various disciplines were examined to see whether writing styles were appreciably different from one another. An appendix with excerpts from some of the journals, with varying degrees of coherence is included. (HTH)

Uses resources from the ERIC system to show teachers strategies for making teacher commentary count in writing evaluation and to discuss the characteristics of effective writing evaluations. (EL)

Explores a way for writing teachers to provide feedback, assess growth, and monitor personal story narrative writing from a positive, supportive and holistic perspective. Lists and explains five dimensions of personal story narrative writing, discusses development, and provides examples of student writing. (PRA)

Analyzes score differences for the papers of 50 students who wrote on four different writing topics, two that were on transactional and two that were on expressive topics. Results suggested that differences between scores might be very important for individuals, so to insure fairness, teachers should use additional forms of writing assessment. (DF)

Discusses how to respond to student writing. Offers two assignments that encourage a dialogue between the teacher and student. Relays actual student comments and the process of helping these students. (PRA)

Discusses how writing instruction can help students move from the expressive writing typical of first drafts to writing that can be presented to discriminating audiences. (MM)

Advocates exchanging sets of compositions with other faculty members to help teachers more actively participate in their classroom writing groups and to encourage students to weigh teacher feedback for themselves. (AEA)

England's Leslie Stratta shares his views on teaching basic writing and assessing student growth in writing. (AEA)

Outlines a program in journal writing and self-assessment for college students. (AEA)

Explores writing research on the composing process regarding the relationship of the topic selected to the score obtained, the relationship of the score to the use of both an outline and a rough draft, and the relationship of the amount of revision to the quality of essays obtained. (EL)

Reports on the application of six criteria to determine writing ability among secondary school students. Offers suggestions for instructing a class of students with wide variations in writing skill. (MM)

Argues that writing apprehension can be dispositional, but that it can also arise in response to elements in the writing situation. Discusses the elements in timed writing competence tests that can trigger writing apprehension and hinder effective writing. (JK)

Reviews a writing abilities competency test based on samples of essay writing. A copy of the test is appended. (NKA)