Discusses how examination of the assessment criteria in a basic writing program prompted fruitful, continuing program evaluation and change. Reports that the assessment study validated efforts to deemphasize grammar and spelling instruction in basic writing courses. (MM)

Offered as a result of suggestions by Maryland teachers, this guide serves as an instructional reference for educators on teaching functional writing at the elementary and secondary school levels. The guide was developed as a supplement to volume one; both volumes provide a comprehensive perspective to writing improvement in Maryland. The first…

A study examined basic writers' written responses to literature and looked for the effects of practice and personality on the development of these students' responses. Subjects, 24 students enrolled in a 4-week summer enrichment program for high risk students at a large Southeastern university. Students were asked to read and respond in writing…

Describes the Colorado Writing Assessment Program, a testing program that provides two kinds of feedback to teachers and students: (1) a holistic score that measures the general quality of writing and (2) a set of scores on analytic scales that reflect students' achievement in four areas. Concludes that the program works. (FL)

Designed for the classroom teacher, this composition handbook suggests ways in which the teacher can integrate composition activities with the Macmillan language program. The first part of the handbook examines the following research findings: (1) students learn to write by writing, (2) a variety of writing experiences is necessary, (3) the…

Intended for administrators and policy makers as well as teachers, this digest explores the components common to effective writing programs. The digest first discusses activities at the classroom level as the foundation of a successful writing program and elements that should be included in classroom instruction, such as the process approach to…

Examines data from a survey of the kinds of writing students are required to do in a university, revealing that essay tests, research papers, and reports are the most common writing tasks. Discusses the curricular implications of the findings. (FL)

The nine articles in this guide discuss the problems involved in teaching writing and offer suggestions for improving writing instruction. The first article presents responses given by educators to a nationwide survey concerning the causes of writing problems, concluding that until recently the biggest problems were untrained teachers and a lack…

A case study examined the implementation of a schoolwide writing program established in a California middle school through a district sponsored school improvement program (SIP). Conducted at an urban sprawl southern California school of approximately 900 students in grades seven and eight, the program was directed and implemented by the English…

Reporting on the work of a task force formed for the purpose of improving writing skills in the Memphis (Tennessee) City Schools, grades K-12, this paper identifies the efforts of the task force and its recommendations and traces the development and implementation of the Writing Across the Curriculum Project. An introduction notes the importance…

The proceedings of the fourth annual Association of Writing Supervisors within the City University of New York (CUNY) are offered in this special newsletter issue. The papers from the proceedings are organized under the five thematic strands of the conference, which confronted the central issues of writing instruction at CUNY. The five strands are…

The 28 essays in this journal issue focus on methodology, interpretation, and classroom application of research in the language arts. Following a preface on the role of research in English instruction, the topics discussed include the following: (1) a research base for a large-scale evaluation of writing; (2) implications of teaching writing as…

Evaluating the longitudinal effects of a 5-year secondary school composition curriculum, a study investigated students' perceptions of their ability to use essay-level and syntax-level skills. Student questionnaires provided perception, definition, and usefulness data about the curriculum. Results showed that 3 years elapsed before students became…