The average response method (ARM) of scaling nonbinary data was developed to scale data from the assessments of writing conducted by the National Assessment of Educational Progress (NAEP). The method is described and illustrated with data from the 1983-84 NAEP. (SLD)

Suggests alternatives to marginal comments on students' papers as a way to encourage them to think more about the revision process. Recommends that teachers make no marks on the student's paper (only on a separate sheet), and ask leading questions in conference to guide the student to a focus. (RAE)

The article describes a student peer-evaluation activity in writing which not only saves the teacher's grading time and energy but also increases students' creativity and style while they learn to edit their work. (CB)

Reprints a 1979 article from this journal in which the author recounts his impressions as a reader for the College Board's English Achievement Test, an experience that left him asking questions about this type of assessment. Updates the article with an Afterword commenting on the earlier piece. (SR)

Describes and illustrates a six-stage process which consultant readers to academic journals can reliably use to reject papers submitted for publication. (SR)

Provides some time-saving and purposeful evaluation strategies that can be used with various writing projects and reports. Explains 10 hints directed toward what to do while the student is still writing and 5 hints for grading writing. (11 references) (MLF)

Presents a selected bibliography of scholarship in the assessment of writing. Offers 125 items that have appeared in major scholarly publications from 1979-91, organized in 7 categories: large-scale assessment; classroom writing assessment; theory; politics and issues; methods and procedures; program assessment; and networking resources. (SR)

Asserts that audiotape commentary on student papers should not be considered a panacea for composition teachers. Argues that, although its effectiveness always depends on a greater dialogic context, it can be a collaborative, enabling method for reader and writer to exchange information about intention and effect that exceeds the limitations of…

Reviews Linda Cleary's "From the Other Side of the Desk: Students Speak Out about Writing." Discusses outer and inner voices, writing problems, evaluation, analysis and exposition, and signs of hope. (PRA)

Responds to the book "Twelve Readers Reading: Responding to College Student Writing" (Richard Straub and Ronald Lunsford). Makes the author's hermeneutical prejudice visible by laying out a brief history of her own questions and inquiries about interpreting student writing. Elucidates the ubiquity and comprehensive scope of responsivity…

Examines behavioral differences of essay scorers who demonstrate different levels of proficiency. Compares three proficiency groups to identify differences in essay features considered, understandings of the scoring rubric, and decision-making procedures. Finds that scorers with different proficiency levels do not focus on different essay features…

Discusses the author's goal of helping students see how mistakes in their writing distract readers and how errors have influenced the grade. Recommends the careful use of the "red pen" noting that it is easy to forget its power. Suggests that teachers use this power to help students grow as writers. (SG)

Seeks evaluative strategies for grading poetry that occupy an elusive middle ground between flexibility and consistency. Discusses rubrics, collections, conference/negotiation, self-evaluation, and explication. (RS)

Students in higher education, most frequently, use the frontal approach while being asked to collaborate on a writing assignment. However, the difficulty in collaborative writing using conventional technologies such as pen and paper, board or computer is the limited ability to view the work of your peers during the process (Baeker, Glass,…

A movement in late 20th-century rhetorical theory asked teachers to encourage writing on personal topics as well as formal, impersonal ones. Thus, to traditional writing goals (pleasing, persuading, and instructing) the exorcism of often deep emotions was added. This movement forced teachers to read and evaluate student writing in a more…