Describes and reviews a software package called "Writers Network," a writing program that contains teacher tools to minimize the difficulty in evaluating student writing and gives student tools to improve their writing. Notes that this program fosters enthusiastic interest in writing across the curriculum in teachers who might have not used…

Addresses common difficulties in the marking and correction of English-as-a-Second-Language student compositions. Presents possible solutions, discussing what works in the author's ESL classes, and suggests common teaching habits to avoid with ESL students. (SR)

Describes a utopic vision of the classroom conditions under which grades are no longer necessary. Critiques the specific practice of grading students' essays. Argues that grading student essays is not necessary to grading their performance in a given course. Shows how this can be done practically. (HB)

Investigates whether concreteness was related to a key characteristic of written composition--the cumulative sentence with a final modifier--which has been consistently associated with higher quality writing. Supports the conceptual-peg hypothesis of dual coding theory, with concrete verbs providing the pegs on which cumulative sentences are…

Claims that increasing numbers of reading educators are looking to recent advances in holistic writing assessment to explore new potentials for assessing reading comprehension. Reports on a research project exploring use of freewriting to assess reading comprehension; describes use of written retellings as a tool to support reading; and presents a…

Data concerning perceptions of the Scholarly Writing Project, designed to develop doctoral students' academic writing skills, were gathered from 45 doctoral students through focus groups, observations, and written and oral reflections. Students valued critiques from professors and peers, especially personalized face-to-face feedback and the…

Reciprocal, paired, qualitative, formative peer assessment of academic writing by 12 educational psychology postgraduate students was compared to staff assessments. Although there was very little evidence of conflict between views of staff and peers, assessments focused on different details. Students found the process time consuming,…

Examines relationships among computer experience, attitudes, writing behaviors, and writing quality for advanced undergraduate students who have owned Macintosh computers for at least three years. Finds that writing attitudes and practices are fairly well ingrained for the less competent writers, and they need to become comfortable with the…

Investigates gender effects in critique of student writing. Finds that readers spontaneously constructed the author's sex even when they were not informed of it; rated the essays lower when they knew the writer was of their own sex; and showed an anti-male bias (measured by holistic rating) and an anti-feminine bias (measured by attribution of…

Describes how short assignments such as peer critiques, progress memos, and practice documents can be fairly assessed by incorporating them in a performance review at the middle and end of the business writing course. Notes that such a review also helps prepare students for the evaluation process they will face and use in the workplace. (SR)

Barriers to peer review of student work can be overcome using computer-mediated systems ranging from customized software to e-mail, multiuser object-oriented systems (MOOs), and Web-based projects. (SK)

Describes how three pen strokes made by an English teacher 30 years ago (on a high school composition paper penned by the author's husband) prompted the author, an English instructor, to examine her own teaching and grading. (SR)

Argues that, if teachers do not ask students to assess their own work, they are likely to turn out not knowing how to consider and evaluate their own performances in school and in life. Discusses requesting self-assessment from students; framing and understanding self-assessment; how to ask for, and respond to, student self-assessment; and…

Describes reasons for resisting computer editing tests and suggests possible problems with using only directed student self-placement in open access institutions. Presents a sample student profile to illustrate the interaction and negotiation among writing teachers as they read profiles and reach an agreement about their placement recommendation.…

Provides an overview of the Portfolio Placement Project (PPP) at the University of Arizona; explores the concept of validity as it relates to the PPP; explores the concept of reliability within the PPP; and argues that the PPP has had enormous positive impact on the curriculum of the University of Arizona and the schools whose students submit…