Evaluates external and diagnostic validity of the National Technical Institute for the Deaf Writing Test. Supports its external validity but does not support the diagnostic validity of this and other writing tests of the same basic design. (SR)

Discusses how to respond to student writing. Offers two assignments that encourage a dialogue between the teacher and student. Relays actual student comments and the process of helping these students. (PRA)

Discusses one attempt to find innovative answers for questions regarding advanced English-as-a-Second-Language writing-placement testing. (MG)

Reveals freshman composition students' stated desire for greater peer review. Describes an assignment in which writing classes construct their own peer review procedures. Identifies review methods selected by students. Argues that the technique allows teachers to locate a midpoint between abandoning and dominating composition students. (SG)

Suggests that awkwardness in writing (like good writing) is an interactive nexus of writer, text, and reader and is a matter of subjective judgment. Argues that awkwardness in student writing is a positive sign of a writer's grappling with language complexity. Concludes that awkwardness is rhetorically motivated and therefore complex but…

Describes an objective, reliable method for functionally measuring cursive handwriting. Researchers assessed the sensitivity of a functional response-class definition to differentiate easy-to-read from difficult-to-read cursive handwriting. Results showed no overlap between the categories. There was small sample-to-sample variability with the…

Challenges several myths about writing assessment held by educators. Argues for the validity of assessments developed within particular environments for particular purposes agreed to by those teaching within those environments. Celebrates the lack of conformity in grading as a sign of a rich and nurturing environment for the development of writing…

Explores the relationship between holistic rating and scoring compositions for cohesive features. Compositions written by English-as-a-Foreign Language learners of varying proficiency were analyzed for cohesive ties and types and for writing quality. Results revealed that evaluation of compositions by cohesive elements is feasible with writings of…

Addresses the issues of whether students derive satisfaction from writing and whether they consider their writing tasks to be purposeful. Discusses teacher responses to student writing, and asserts that most responses indicate an almost exclusive emphasis on secretarial shortcomings. Suggests that teachers draw attention to clarity, honesty,…

Discusses several data collection procedures involved in four manageable writing classroom evaluation measures. (MG)

Develops an explanation and a defense of portfolio assessment as a feasible means of assessment in writing classes. Describes some ways of using portfolios and outlines advantages to the portfolio system of grading. (HB)

Presents an approach to the reading and responding to students' written texts that moves beyond the separation of experience and writing. Envisions personal and public authority, content and form, people and texts, as inseparable. Utilizes Mikhail Bakhtin's theory of dialogism in forming such an approach. (HB)

The typical writing feedback situation in a language classroom is examined, followed by a discussion of reformulation as an alternative approach. An example is provided. Issues to be considered as well as benefits of the reformulation approach are described for both classroom and individual settings. (six references) (LB)

Describes the author's search for his own "voice" through an analysis of his journal entries and published writings. Elaborates upon 10 characteristics of an individual's "voice print." Identifies a paradox in the author's desire to be part of the educational discourse community while also avoiding that community's exclusionary…

Suggests alternative approaches to traditional feedback methods to help improve English-as-a-Second-Language writing skills. Interactive feedback styles such as minimal marking and taped commentary offer explicit information about teacher expectations and encourage students to reassess their work. (CB)