Investigates gender effects in critique of student writing. Finds that readers spontaneously constructed the author's sex even when they were not informed of it; rated the essays lower when they knew the writer was of their own sex; and showed an anti-male bias (measured by holistic rating) and an anti-feminine bias (measured by attribution of…

Describes how short assignments such as peer critiques, progress memos, and practice documents can be fairly assessed by incorporating them in a performance review at the middle and end of the business writing course. Notes that such a review also helps prepare students for the evaluation process they will face and use in the workplace. (SR)

Barriers to peer review of student work can be overcome using computer-mediated systems ranging from customized software to e-mail, multiuser object-oriented systems (MOOs), and Web-based projects. (SK)

Describes how three pen strokes made by an English teacher 30 years ago (on a high school composition paper penned by the author's husband) prompted the author, an English instructor, to examine her own teaching and grading. (SR)

Argues that, if teachers do not ask students to assess their own work, they are likely to turn out not knowing how to consider and evaluate their own performances in school and in life. Discusses requesting self-assessment from students; framing and understanding self-assessment; how to ask for, and respond to, student self-assessment; and…

Describes reasons for resisting computer editing tests and suggests possible problems with using only directed student self-placement in open access institutions. Presents a sample student profile to illustrate the interaction and negotiation among writing teachers as they read profiles and reach an agreement about their placement recommendation.…

Provides an overview of the Portfolio Placement Project (PPP) at the University of Arizona; explores the concept of validity as it relates to the PPP; explores the concept of reliability within the PPP; and argues that the PPP has had enormous positive impact on the curriculum of the University of Arizona and the schools whose students submit…

Looks at a sample of instructional documents using Restricted and Elaborated Code and metadiscourse analysis to determine how easily users can read and understand the material. Suggests that the documents do not send a clear message to authors and editors and can be stylistically hard to understand and consequently, the approved standards…

Describes the author's efforts in establishing writing groups in a middle school classroom. Discusses setting standards, teacher role, and common projects. Concludes that the development of a safe writing environment requires open discussion about the needs and ears of writers and a common objective or project for revision and response. (SR)

Focuses on two endeavors to improve basic writing: the statement on writing assessment adopted by the Conference on College Composition and Communication and the reauthorization of Chapter 1 funds of the Elementary and Secondary Education Act of 1965 to support educational remediation. (RS)

Investigates how experienced and inexperienced raters score essays written by English as a Second Language (ESL) students on two different prompts. Shows that the inexperienced raters were more severe than the experienced raters on one prompt but not on the other prompt, and that differences between the two groups of raters were eliminated…

Notes that finding a way to integrate grading and responding in a manner that promotes learning through revision is one major challenge for composition instructors. Argues that instructors must find a way to shape their classrooms shifting the emphasis from "getting it right the first time," to learning to see writing as an activity that evolves…

Discusses assessment of English-as-a-Foreign/Second-Language (EFL/ESL) writing. Suggests there is a considerable gap between current practices in writing assessment and criteria suggested by advances in knowledge of discourse structure. Illustrates this by contrasting current practices in the scoring of two major EFL/ESL writing tests with…

Discusses how current scholarship argues against one-shot, high-stakes writing tasks. Presents work from students that were part of a team-taught curriculum that coordinated writing and reading classes. Designs activities that would provide a core of material for students to draw on in their final testing situations. (SG)

Presents a conversation that is designed to get at the differences in definitions of basic writing across institutional boundaries, divergences in placement procedures and assessment mechanisms, and problems theoretical work has had historically in tackling the issues of central importance to educators and their students. Concludes with…