Secondary schools use a variety of methods to assess students' learning. In particular, writing assignments are not only among the most widely utilized type of evaluation but also are one of the most important for future success in post-secondary school environments. The present analysis utilizes the McCallie School Caldwell Writing Center as a…

Describes a peer method of teaching writing at Nassau Community College in Garden City, New York. (RB)

This paper discusses the development of a program of writing instruction across the curriculum at William Jewell College. It reports on a series of faculty forums that discussed what the college-wide standards for effective writing should be, investigated multidisciplinary instruction in writing, and considered a proficiency test. Descriptions of…

Focuses on how writing center directors can use the resource of peer tutors and discusses the rationale for, the selection of, and the evaluation of tutor applicants. (AEA)

Describes several diagnostic tools used to determine specific problems of students referred to a writing lab, including structured interviews, protocols (asking a student to compose aloud for 15 to 20 minutes on a short topic), and back-pedaling (questioning what a student already knows about a given topic). (AEA)

This paper describes a developmental writing course at Purdue University. The author argues that the basics of such a course as far as the student is concerned are motivation and a desire to learn writing, communication, careful diagnosis, organized plan for student mastery, provision for transferral, and reward. Helping students develop a desire…

Describes a successful experimental program at West Virginia University which involved using undergraduate English Education majors as tutors in the Writing Laboratory. (DD)

Advocates individualizing remedial writing courses at the college level and describes three programs that emphasize individual placement, focus on student writing rather than on workbook materials, and offer peer tutoring. (MKM)

A successful elementary school writing center in which students follow their creative stories from dictation through publication is described. Intended as a handbook for schools contemplating a similar program, the pamphlet is divided into three sections which outline the center's history, establishment, and present format. Section 1 charts the…