Four research models used by schools to study writing across the curriculum are compared and discussed briefly, reasons for conducting such research are considered, and recommendations are provided for those interested in conducting similar research. The models cited were used in New Jersey, Toronto (Canada), and Perth (Australia). (PGD)

A computer program in BASIC developed to assist in grading college English compositions is discussed and presented. The program allows rapid recording and printing of instructor comments, providing more praise and feedback than otherwise feasible. Teachers are encouraged to adapt the program to their own needs and preferences. (MSE)

Reports the results of a study to determine grading criteria and evaluative standards used by a select group of business communication instructors. (AEA)

The study describes two revisions of the I. Daly and M. Miller Writing Apprehensions Scale. Internal consistency and test-retest reliability coefficients of the second revision were greater than .90. The revised measure should be a useful tool for future research examining the writing anxiety of younger students. (Author/CL)

The impacts of computers on writing have been widely studied for three decades. Even basic computers functions, i.e. word processing, have been of great assistance to writers in modifying their essays. The research on Automated Essay Scoring (AES) has revealed that computers have the capacity to function as a more effective cognitive tool (Attali,…

Advocates the use of a cassette tape as a permanent and more enlightening record of students' efforts and errors on technical writing assignments. Provides procedures for the use of this grading technique. (HTH)

Offers writing assignments and exercises for students in grades one through eight. (HOD)

Describes a contract grading system for classes in freshman composition that is designed to encourage a great deal of revision. (FL)

Points out the disadvantages and limitations of grading all student writing. Offers alternative methods of giving students meaningful feedback about their writing. (RL)

Shows how a teacher developed a pattern of responding to student writing. Lists 15 of her standard comments. (RL)

Outlines one instructor's criteria for compositions at each letter grade. (HTH)

Points out that by using a cassette tape recorder, the teacher of report writing can better make a useful evaluation that explains more fully, clearly, and sympathetically how reports can be improved in both major and minor ways. (FL)

Discusses how teachers can make a portfolio more than a static collection of papers. Describes the passive portfolio as well as the active portfolio, and discusses moving to the active portfolio (a working portfolio which enables students to see their learning processes and take responsibility for their own learning). (SR)

Investigates the developmental, gender, and practical considerations surrounding three categories of Curriculum Based Management written language scoring indices. With only one exception, older students outperformed younger students on all of the scoring indices. Although at the middle school level students' levels of writing fluency and writing…

Samples from 17 reflective journals of nursing students were evaluated by 6 faculty. Results indicate a lack of consistency in grading reflective writing, lack of consensus regarding evaluation, and differences among faculty regarding their view of such exercises. (Contains 26 references.) (JOW)