Examined the concurrent validity of holistic scores by comparing four teachers' holistic scores with their analytic ratings of writing samples from four eighth graders. After training in the evaluation procedures, holistic scores were highly correlated with analytic scores for the same samples. (RJC)

Discusses how to assess student poetry, focusing on the qualities of internal logic, tone, music words, figurative language, stanzas, line length, space, detail, voice, and "life." (MM)

Reviews "Written Language Assessment" (WLA), a new standardized test to evaluate children's and adolescents' written language competence by having students write essays instead of answer multiple choice questions. Finds problems with the WLA in terms of interrater reliability. (RS)

Describes a procedure for keeping a running commentary on student writing. Claims cumulative comment sheets allow the teacher to get to know students more quickly, to recognize recurring error patterns, and to include genuine compliments, and help both student and teacher keep track of the student's progress. (SR)

The goal of PQP (Praise/Question/Polish) is to have students read each others' drafts for content and make suggestions that the writer may accept or reject. The writers ask evaluators what they like about the work, what questions they have, and what kinds of polish they think it needs. (JOW)

Submits expert use of anaphoric "this" to a cloze procedure for comprehensive analysis. Finds that current stylistic guidelines proscribing unattended "this" are overstated; and "attended this" (a demonstrative adjective introducing a noun phrase) is best employed when synonyms for the antecedent and descriptive…

Reprints a 1985 article from this journal describing how and why the author stopped "fixing" student papers. Updates the article with an Afterword commenting on the earlier piece. (SR)

Describes a project in which researchers work with teachers to increase their knowledge of a specific genre of writing and to use the knowledge in response to student work. Finds that few teachers used the feedback response form or scoring rubric provided to them but that teachers used many of the assessment techniques in instructional design and…

Extends an earlier study of the knowledge and use of literacy portfolios as an assessment tool among educators. Finds that familiarity with portfolios has grown. Finds a decline in practical problems with portfolio use but a continued concern with planning, managing, and organizing portfolios. (RS)

Presents a procedure to compose or evaluate structurally sound text, encompassing inclusiveness, exclusiveness, hierarchy, sequence, and language. Offers guidelines for making text structure visible to the reader with headings, format, signals, reminders, and effective paragraphing. (SR)

Describes an experimental project conducted in composition courses at two campuses of Embry-Riddle Aeronautical University. The project involves the students' exchanging papers and paper critiques between the two campuses to strengthen their understanding of the audience-purpose-style relationship, improve their written evaluations of student…

Reports on an examination of a group of "problematical" placement essays that received divergent scores by two holistic readers requiring a third reader. It is noted that the divergence seems to result from the process of reading a text that does not fit the reader's expectations. (eight references) (GLR)

Asserts that writing assessment should reflect current composition pedagogy, and offers a design to assess process writing. Discusses the development of the scoring criteria and the selection of range finders, as well as the standardization of training and scoring procedures. (PRA)

Looks at the importance of valuing children's play for its contributions to writing skills. Shares the insights a teacher derives from observing children in situations where they seem to be "only playing." Reminds readers of the crucial connection between assessment and teaching that should be maintained. (MG)

Analyzes the document review process in organizations as described in the literature and describes 1 real-life case at the General Accounting Office in which 20 drafts are written and 9 people review them a total of 31 times. Discusses additional research needed to prepare students for this process. (SR)