Distinguishes between monitoring and evaluating student writing, discusses the rationale for monitoring, demonstrates monitoring procedures, and summarizes major considerations to remember when monitoring writing. (JAD)

Examines how four teachers respond to their students' creative writing. Describes how they shape their comments. Analyzes what those comments suggest about their teaching styles and classroom goals. (TB)

Describes a method of peer review in which peers read each other's papers while writing questions to inspire invention and elaboration in their partners. Describes a four-day sequence for introducing the peer-review method. (TB)

Suggests that error analysis can be manageable for teachers and instructive for basic writers. Explains five critical principles of error analysis in basic writing: understand students' intentions; set consistent priorities; analyze for clarification of intentions; encourage students to set their own goals; and help students objectify their…

Compares the rhetorical context of essay exams with that of assignments written outside of class. Reports differences in pedagogical function, prompts, rhetorical function, mechanics, style, and organization. Refutes two common assumptions: that essay exams are not a genre and that they work against students' mastery of writing process skills.…

Identifies student misunderstanding of teacher criticism and a lack of context for that criticism as problems in composition classes. Describes how an instructor provided taped comments on student papers to make criticisms clearer to students. Details how the procedure was used in guiding one student's successive drafts. (SG)

Presents an experimental primary trait rubric designed to assess a writer's support for an argument, and structured as an eleven-cell grid on which a rater can plot a student's score. Describes the grid, and its use in a study of 1,892 eleventh-grade essays. Also describes ways to use the grid to teach invention and arrangement. (JG)