Research investigating corpora of English learners' language raises new questions about how syntactic complexity is defined theoretically and operationally for second language (L2) writing assessment. I show that syntactic complexity is important in construct definitions and L2 writing rating scales as well as in L2 writing research. I describe…

Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods they already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student…

A study investigated whether college students' writing skills have deteriorated in recent years. Writing samples from upper-level undergraduate or first-year graduate courses from 1956 (at a public university), 1965 (at a private university), and from 1978 and 1993 (at a private college) were examined. Samples were analyzed for errors in spelling,…

Every writing program contains implicit information on the amount of writing that should be assigned, how the essays should be evaluated, the type of grammar--if any--students should study, and the type of composition instruction that will be most effective. Research has not identified an optimal level of writing frequency, and although frequent…

Concludes that mechanics had a greater influence on raters' judgments of student writing than either content or rating instructions. Findings suggest that evaluators may not be able to focus on individual criteria of writing quality. (FL)

Investigates the grammatical and formal writing preferences of college professors, for the purpose of informing high school instructors about the students' future audience. Surveys professors' attitudes regarding disapproval of forms and stylistic preferences, and compare results with those of two other usage surveys. (PRA)

This collection presents 15 articles on writing, three of them new and 12 of them representing the best of the 500 articles published since 1974 in "SET: Research Information for Teachers," a twice-yearly publication by the New Zealand and Australian Councils for Educational Research aimed at teachers, students, board members, and…

Describes a study in which 12 students' papers were critiqued by both WordPerfect's "Grammatik" grammar checking software and by real English/business communication professors. Finds significant limitations to the effectiveness of the software as a guide for student writers. (SR)

Reports analysis of 1,892 essays written by 11 graders in a district-wide writing assessment. Scored for ability to (1) use conventions of standard written English and (2) support an argument, the papers show that 17-year-olds have trouble supporting an argument despite proficiency in mechanics. Argues against teaching superficial correctness. (JG)

Examines materials in the ERIC system related to trends in grammar instruction. Discusses the efficacy of formal grammar instruction in the schools and presents activities for successfully integrating grammar instruction into the writing curriculum. (HTH)

Instructors of Composition I at Lansing Community College (LCC) in Lansing, Michigan, are required by the Department of Communication to grade a paper in four areas: content, structure, style, and mechanics. The policy, in effect in its present form since 1982, places heavy emphasis upon the conventions or "mechanics" of writing Edited…

A study investigated the cognitive and grammatical activities carried out during writing by 22 incoming freshmen and 20 upperclass college students. It was hypothesized that the upperclassmen's compositions would be judged better in quality than those of the freshmen, and that the upperclassmen would show fewer pauses in which they were…

Reviews the research literature on the teaching of writing. Lists practices and procedures that the research shows to be either helpful or of dubious value. (AEA)

Presents a method of evaluating writing that (1) reduces teachers' marking time; (2) facilitates rather than judges student writing; (3) emphasizes performance rather than finished product; (4) provides double feedback, before and after revision; (5) helps bridge successive drafts by requiring immediate revision; and (6) improves student writing.…

One elementary school writing sample written to cue under a 5-minute time limit was presented to 33 teachers who had been trained to use a holistic and a primary trait writing sample assessment system. Working on the assumption that teachers would recognize mechanical errors on sight, training in mechanical control was limited to orientation…