Explores portfolio assessment as an alternative writing assessment procedure. Provides tips for collecting work and scoring portfolios. (MG)

Discusses a "write-back" strategy for use when there is insufficient class time for conferencing with peers or the teacher. Notes that the teacher agrees to respond to students' drafts within 24 hours. Discusses 3 options available to students: (1) write back/respond; (2) edit; and (3) writing back. (RS)

Describes a successful use of portfolios to assess the development of eleventh grade students' writing skills by inviting self-reflection and encouraging students to assume control over their writing. (KEH)

Describes a 1988 article entitled "Composing as a Woman" as an attempt to reconcile feminist inquiry and composition studies and to persuade composition specialists that the feminist view has a bearing on their field. Explains that a study of the relationship between gender and reading produced a new perspective on student papers. (SG)

Argues that standardized tests can provide limited guidance, in conjunction with student writing samples, in the decision whether students should be exempted from freshmen writing courses. Suggests that students who write well but whose performance is unstable can be affected, positively or negatively, by exemption results. Suggests that students'…

Claims that holistic scoring offers significant advantages over conventional grading systems for: (1) placing students in extra help or enrichment classes; (2) evaluating incoming or transfer students; (3) regrouping existing classroom situations; and (4) providing an expedient measure of writing achievement. (RAE)

The critiquing and evaluating of resumes and cover letters by business people is important to college students. They know before submitting them what employers expect. (JOW)

Presents the position statement of the Conference on College Composition and Communication Executive Committee on writing assessment in both two-year and four-year institutions. Suggests that the primary purpose of the specific assessment should govern its design, its implementation, and the generation and dissemination of its results. Provides…

Responses of 78 of 150 business communication teachers surveyed showed that peer evaluation of writing largely consists of juniors and seniors who use a teacher-developed analytic scale to evaluate fellow students; and 52 percent of teachers consider it effective in improving writing skills and attitudes. (SK)

Describes a method of providing students with oral feedback to their written assignments on cassette tapes in a business communication class. (SR)

Describes a process for evaluating technical writing students who are working in groups. Discusses task sheets, progress reports, evaluation forms, and the final individual evaluation. (PRA)

Suggests that readability formulas are methodologically flawed and inappropriate measures of the readability of materials written for adults. Argues that the cloze procedure is preferable because it assesses the readability of material by its intended audience. Notes that possible users of the cloze procedure include school systems, government…

Maintains that putting a number or letter grade on student writing is fundamentally wrong. Argues that trashing the traditional grading system is the best thing that could be done to ensure better reading and writing among students. (SR)

Discusses aspects of collaborative writing in the workplace, including styles of management and collaboration; deciding whether to adopt a collaborative approach; research and implementation; collaboration in process; and evaluation, recognition, and rewards. (SR)

Describes a natural student writing evaluation method in which students write letters to their teacher about their reading. Shows examples of letters from four typical students. Speculates on the function of the letters for each student. (RS)