Describes how one teacher uses life writing (reading and writing about transformative life experiences) in her basic writing class to engage students and to help them understand the power and purpose of reaching out to a variety of audiences. Discusses grading life writing. (SR)

A roundtable session at the 1992 Conference on College Composition and Communication explored the effects of portfolio evaluation on composition students, English faculty, and departmental administrators at two- and four-year campuses of the University of Alaska Southeast. Faculty from both four-year and two-year campuses found that portfolio…

In order to become empowered and autonomous writers, students need to learn self-evaluation techniques to help them revise their writing instead of simply editing it. Basic writers and English-as-a-Second-Language (ESL) writers especially need concrete aids that can guide them, at least in the initial stages of learning, to write in a mode in…

Describes a study of the validity and reliability of a writing skills assessment test taken by 4,284 2-year college students in 1986-87. Assesses interrater reliability, influences of nonperformance factors (e.g., gender, native language, and form of test), predictive validity of test for future performance, and implications of findings. (DMM)

Describes a successful collaboration between high school and community college faculty that effected a reduced need for first-time college student remedial writing instruction. Discusses Ohio's Early English Composition Assessment Program, the model for collaborative success, and project recommendations. (YKH)