The paper examines an assessment method for measuring students' writing performance. Does Primary Trait Scoring reliably and validly accomplish the administrative, instructional, and evaluative purposes of the writing assessment? The Primary Trait Scoring guide has a few underlying principles: identification of qualities of effective writing;…

Argues that writing in the content areas should be used as a discovery tool, stimulating students' conceptual involvement and prompting them to further investigations. (MM)

Compares the efficacy of objective and holistic writing evaluation, in the context of the freshman writing program evaluation procedure at a west coast university. Indicates that holistic evaluation of writing samples is a far more accurate measure of writing quality and potential. (HTH)

The test scores of college freshmen given both a multiple choice test and an essay test of writing skills were compared to assess the validity of a multiple choice test compared with an essay test. (HOD)

Offers three techniques for helping students learn to revise entire pieces, discover how words work in context, and eliminate errors. (RL)

Examines the relationship between syntactic complexity and quality ratings of narrative and argumentative writing of students in grades 6, 10, and 12. (HOD)

Reviews the importance of assessment in placing students in two-year college composition courses and describes the development of the objective English Qualifying Examination used at Northern Virginia Community College. Includes sample test items. (MKM)

Surveys college students regarding their use of instructor comments written on their papers. Finds all students tend to use comments; no significant correlations exist between students' ability levels and their propensity to review, understand, and use comments; students were likely to review comments if they had to rewrite assignments; and…

Examines issues of writing instruction and assessment as they relate to an approach to English language education, developed in Australia, which emphasizes the importance of the teacher's use of metalanguage to enhance a shared understanding of language among teachers and students. Reviews genre theory and considers its relevance to teaching,…

Formative evaluation of language learning is recommended, using as an example a coding method for correcting errors and indicating progress made on written assignments. The technique focuses on student self-correction and has the additional advantage of helping the teacher monitor instructional needs. (MSE)

A tongue-in-cheek essays argues that if college instructors believe "writing across the curriculum" improves student learning and writing skills, and convince their students, it might become a self-fulfilling prophecy. Reading or grading the essays will be unnecessary; students can pretend they have written something, and teachers can pretend that…

Details the history of California's experience with large-scale writing assessment. Describes the introduction, development, and scoring of the California Assessment Program, later renamed the California Learning Assessment System (CLAS). Discusses controversies over removal of certain writing prompts and objections to CLAS. Notes that funding for…

Describes a study of differences between developmental writing students in associate and baccalaureate degree programs at Ohio's University of Cincinnati. Reports that, although the groups had similar writing skills, significant differences were found in family background, high school English experience, and expectations toward writing. The…

This introduction to Section 1, Part 2 of the theme issue discusses a study that investigated the story-grammar propositions of students who are deaf or hard of hearing. Results found that over 50% of the students could not produce the minimal components of a good story. The processes of story production are explained, including schemata…

Describes how simple curriculum-based assessments can be used to evaluate the writing process, the product factors (fluency, content, conventions, syntax and vocabulary), and the writing purpose of students who are deaf or hard of hearing. A process checklist is included that can be used to assess strategies students do or do not use when writing.…