Describes a program which pairs English instructors with instructors from other disciplines to improve student writing by developing writing assignments, grading techniques, and essay testing components. (RAE)

Applies the findings of the Effective Schools Movement and the School Development Program to improving the educational opportunities of Black urban students. Recommends progressive reform in the following areas: (1) recognizing the centrality of human relations; (2) eliminating barriers to effective teaching and learning; and (3) mobilizing…

Reports results of a study that analyzed two samples of essay-type examination answers and their connections with the grades obtained by Finnish high school graduation candidates. A two-way classification scheme is described where both the subject matter base and the type of information processing were taken into account. (nine references) (LRW)

A total of 455 essays written by Asian learners of English as a Second Language (ESL) were compared to 280 essays on similar topics written by native speakers of American English. Results found that the usage of the root modals "must,""have to,""should,""ought to," and "need to" appears to be…

A discussion of undergraduate student essays suggests that students can improve quality by concentrating on the rhetorical effects of their writing. Results of a study conducted across six academic departments indicate that rhetorical organization is significantly influenced by departmental conventions. (29 references) (Author/LB)

Study examined effects of training on positive grader bias toward nicely handwritten essays. Nine typed essays, nine in neat handwriting, and nine in poor handwriting were transcribed into the other modes. Graders trained to avoid bias and three controls graded the essays. Both groups showed significant bias toward good handwriting. (SM)

A study of college students' (n=98) writing strategies and instructors' essay evaluation strategies revealed that time spent on the essay, number of books used, number of references cited, and proportion of research-based content in the essays influenced grading. However, students emphasized content and instructors emphasized argument. (Author/MSE)

Discusses the dearth of material concerning how A-level boards assess British students' economics essays. Describes the practices of the Joint Matriculation Board (JMB) in grading papers on various subjects. Reveals how the London Board grades advanced level economics papers. Includes a chart showing London Board grading criteria. (SG)

Presents a study designed to determine whether levels of water literacy differed between (n=83) college freshman nonscience majors having one versus two years of high school science coursework, visual imagery exercises could improve understanding of the water cycle, and patterns exist in the concept of the water cycle. (Contains 23 references.)…

Focuses on how textual analysis might be renovated at a level as basic as freshman writing. Considers the possibility of combining textual analysis with personal narrative and reporting. Considers how recent literary criticism utilizes personal narrative strategies. Outlines six ways authorial presence is detectable in critical works. (HB)

A discussion of holistic scoring, developed for use on essays in composition courses, argues that it can be used effectively in other disciplines. Procedures for establishing criteria of quality, ideas for identifying writing features relevant to the discipline in question, and methods of providing feedback to students are suggested. (MSE)

Examines questions concerning the assignment of autobiographical essays. Discusses the links between gender and genre. Argues that writing teachers should reexamine their assumptions about "good" autobiographical writing and acknowledge the links between gender and genre. (MG)

Offers arguments for and against making the essay central to the English and writing curriculum. Argues for the inclusion of the essay and discusses personal experiences and feelings regarding essay writing. (PRA)

Relates a student's experience writing a college application essay. Argues that switching topics should be redefined as global revision, a "pregnant pause" providing evidence of recursivity, and that adolescent writers who talk about their emerging texts are more likely to reconceptualize their written documents. (SR)

Claims the literary critical essay does virtually nothing, as it is printed, read by a small number of literary people, and forgotten. Argues that teaching is doing and claims that the English department establishment either ignores or sneers at the kind of scholarship that tries to solve the problems of teaching literature and composition. (NH)