Describes an activity that involved eight-year-old children writing stories for three- to five-year-old children. (DF)

Describes one third grader's development as a writer as she participated in classroom writing workshops (peer and teacher feedback) and, in particular, her development as a reviser of her writing. (HTH)

Muses over knowledge gained from an education course and contrasts that with personal teaching experience in a writing classroom. (HOD)

Describes efforts in the Canadian provinces of Manitoba, British Columbia, New Brunswick, and Ontario to require actual samples of student writing on English performance tests. Includes a bibliography, a holistic marking scale, and an outline of criteria typical in analytic scoring. (EL)

Suggests using the writing folder for such reasons as gaining an improved description and assessment of individual growth in writing, getting a better descriptive picture of writing achievement within the class, and assisting teachers in improving their assessment of writing. (EL)

Describes the development of a domain-referenced system intended to both describe and classify current writing assignments and to create composition assignments. (HOD)

Reports on a study designed to reveal differences in quality ratings that teachers in three high school curricular areas--English and social studies, mathematics and science, and business--gave to representative samples of freshman writing in the argument mode. (RBW)

Provides beginning writers and their instructors with an oral proofreading technique to reduce student errors by 40-50 percent. (CRH)

Demonstrates through a single case study the link between sufficient functional writing skills and the additional symbolic skills needed to improve occupational and academic status. (CRH)

The Maryland Functional Writing Program is designed to increase student performance in writing through improved instructional and assessment procedures. The Declared Competencies Index lists two writing goals supported by 39 objectives. A combination of direct and indirect writing assessment is used. (DWH)

Researcher and educator Charles Cooper responds to questions about writing evaluation theories, contexts, methods, and instruments. (FL)

Examines the distinct and sequential aspects of revision in the writing of first graders, as determined through a teacher's classroom research. Lists factors to consider when adjusting teaching styles to children's early writing processes. (HTH)

Although many models of effective ways to teach writing exist, both the teaching and practice of writing are increasingly shortchanged throughout the school and college years. Of the three "Rs," writing is clearly the most neglected. Writing, always time-consuming for student and teacher, is today hard-pressed in the American classroom. The…

This book outlines the processes involved when children learn to write, and it shows how certain strategies can improve children's progress in writing. Dealing with the age range 3-13, the book addresses issues of the gender gap, children with English as an additional language, and left-handedness. It includes ideas for assessment of writing. It…

This guide to the Georgia Middle Grades Writing Assessment (MGWA) serves the purpose of improving writing and writing instruction. It includes a description of test administration conditions, a sample test booklet, and a structured overview of the writing assessment. Prewriting, drafting, revising, editing, and proofreading are explained in the…