Composition theorists concerned with students' academic writing ability have long questioned the application of voice as a standard for writing competence, and second language compositionists have suggested that English language learners may be disadvantaged by the practice of emphasizing voice in the evaluation of student writing. Despite these…

This study examines discussions of model papers in a high school Advanced Placement English classroom where students were preparing for a high-stakes writing assessment. Much of the current research on talk about writing in various contexts such as classroom discourse, teacher-student writing conferences, and peer tutoring has emphasized the…

Examines the types of problems identified for students using the services of a writing laboratory. (HOD)

Offers a brief history of an attempt to establish predictive test validity with holistic scoring of writing tests. Asserts that holistically scored writing samples may be practical for some local purposes, but they must be used judiciously. Suggests monitoring the validity of local tests with statistical packages and using teacher ratings as…

Examines the differences in quality ratings that 20 teachers in each of three high school curricular areas gave samples of written argument by college freshmen and investigates the relationship between the three groups of quality ratings and eight syntactic and mechanics-of-writing variables. (FL)

Provides 79 annotations of books and articles on research in writing; language; literature; and teacher education. (RAE)

Explores how writing instructors at "City University" grappled with crises of standardization in evaluation of students' portfolios. Details the two most severe experiences in multiple breakdowns in the project of standardization: crises of textual representation and crises of evaluative subjectivity. Examines conflicting interpretations…

Investigates the effects of three study conditions (review only, study questions, and analytic essay writing) on high school students' writing and learning from text. Analyzes these strategies with regard to their impact on student concept application, immediate recall, delayed recall, and recall of manipulated content. Finds writing offers…

Uses 90 postsecondary writing instructors and their rankings of 9 student essays to determine whether they have biases for a Greco-Latinate or Anglo-Saxon vocabulary. Raises questions about assessment practices, teaching methods, and possible effects on students who are exposed to teachers who variously favor a Greco-Latinate or an Anglo-Saxon…

Contains citations for journal articles, books, dissertations, and materials in the ERIC system on the subjects of writing, language, literature, and teacher education. (SRT)

Offers an annotated bibliography of 142 dissertations, journal articles, and documents published in 1990 and 1991. Contains material on writing, language, literature, and teacher education. (PRA)

Investigates the work of mentoring as situated within electronic exchanges. Explores strategies used by mentors to communicate their readings and suggested revisions of student texts. Analyzes the mentor responses according to patterns formed and other factors. (HB)

Provides a framework for analyzing the multiple aspects of reader perspective in a teacher's approach to writing instruction. Analyzes one teacher's written comments on her students' papers. Shows how this teacher's responses demonstrated marked differences according to level of student or type of writing assignment. (HB)

Examines student responses to their teachers' written comments on their papers. Finds that students are equally interested in getting responses on content, purpose and organization as on sentence structure, wording and correctness; and students prefer specific comments with explanations over negative comments or comments that seek to control their…

Annotates 146 books in the areas of writing, language, literature, and teacher education. (MG)