Describes recent advances in writing analysis and their implications for English as a second language writing instruction. The principal theme emphasized is that text analysis of written products, which complements process-centered research, is needed for an integrated theory of writing. (Author/CB)

Considers two variables inherent in the rating scale development process: scale developers and the sample performances used by the scale developers. Examined the development and use of scales using two samples of English-as-a-Second-Language student writing and three teams of rating scale developers to construct three empirically derived scales.…

Investigates differences in the evaluation of text-responsible (TR) writing and non-text responsible writing by English-as-a-Second-Language instructors and instructors in other disciplines. TR writing requires students to demonstrate understanding of specific texts in their writing rather than writing from personal experience or using a source…

Reports a study of the written English of native Arab learners which investigated: (1) the extent to which judgments of intelligibility and naturalness differed; (2) the extent to which error type and linguistic context affected the intelligibility, naturalness and interpretability of devian utterances; and (3) the basis for native speakers;…

In a study of peer response activities in second-language writing, two questions were investigated: whether students give good advice to their peers and what differences exist between student and teacher comments. Examination of 30 papers from 3 writing classes suggests that teacher and peer responses serve important and complementary functions.…

Describes a study of the interrelationships among three tests (a standardized English-as-a-second-language test, a cloze test, and a written composition test) which sought to determine whether adding the cloze test to the ESL test would improve the predictability of students' communicative proficiency, as reflected in their writing test…

Describes three methods for research on the second-language writing assessment process and the kinds of questions these methods can answer. Methods include direct observation, ethnographic observation, and studies of the relations between ratings and objective measures of various textual characteristics. (JL)

Hypothesizes that the relationship between L1 and L2 writing is not one of interference, but rather application of L1 to L2 writing. Includes writing samples of first-, second-, and third-grade students enrolled in a bilingual program. (EKN)

Analysis of 72 reports comparing first- (L1) and (L2) second-language writing indicate differences between L1 and L2 writing with regard to composing processing and features of written text. Implications for L2 and L1 writing theory, comparative writing research, and assessment, placement, staffing, and instruction are discussed. (Contains 77…

English-as-a-Second-Language university students in a multiple-draft composition setting were found to pay more attention to teachers' comments on preliminary drafts than on final drafts; pay most attention to comments on grammar; and consider teachers' comments helpful overall. Problems with teacher comments and implications of the study are…