Concludes that students whose teachers participated in process-model inservice training performed significantly better on a number of writing evaluation criteria than did those of teachers who had relied on a skills-approach technique.

Discusses the trials, tribulations, successes, and failures involved in designing, setting up, and operating microcomputer programs for grading essays written by students in college English courses. (RBW)

Argues that when tests equate proficiency, competency, and literacy with writing academic essays, they maintain a severely understated and mistaken notion of what it means to write well and usefully and vigorously. (FL)

Describes a workshop approach to writing instruction that creates an environment appropriate for the writing process approach to writing. (HOD)

Argues for the use of adult-adult interactions between teacher and student (as opposed to parent-child interactions) to help stimulate the revision of student papers. (HOD)

Offers a framework for analyzing lexical cohesion in academic discourse based on a previous model for analysis of conversational and literary discourse. Discusses the implications of this new framework for teaching expository reading/writing and for research. (HTH)

Using essays written by twelfth grade students, a study explored the relationship of Halliday and Hasan's system for analyzing cohesion and instructors' ranking of textual coherence. (HOD)

Reports on a study that compared the potential validity, reliability, and costs of several direct and indirect measures of writing. (HOD)

The accuracy issues involved in detecting student writing skill deficiencies, factors to be dealt with or controlled, and procedural and statistical methods for controlling these factors are the focus of this article. The accuracy needed for effective instructional planning requires stability in writing assessment programs. (DWH)

Points out that untrained peer editors, because they are not familiar with the genre of student writing, are inexperienced in critically reading text. Makes suggestions for ways to train peer editors. (FL)

Reports on the application of six criteria to determine writing ability among secondary school students. Offers suggestions for instructing a class of students with wide variations in writing skill. (MM)

Paulo Freire, bell hooks, and Ira Shor have been criticized as theorists not concerned with the institutional realities of American education (e.g., grades and standardized exams). This paper argues that these teacher-researchers speak to the issues encountered in developing electronic portfolios in high schools and colleges. The imposition of…

No longer little children, but not yet teenagers, tweens are beginning to see themselves as autonomous while still struggling to understand where they fit in. It can also be an awkward time for teachers who cherish the hilarious and poignant personalities of tween writers, but feel pressured by a new emphasis on testing in the intermediate grades.…

Designed for a broad audience in education, this book offers a realistic look at the wide range of teaching contexts and how writing teachers adapt their pedagogy to their particular circumstances. Specific topics highlighted by individual essays include: basic writing, service learning, online writing, revision, research writing, proofreading and…

This paper advances a taxonomy of college writing styles based on a broad spectrum of writing research. The taxonomy focuses on the constructs of deep and surface writing and the role of selfhood in affecting writing strategies and outcomes. It compares constructs such as reflective versus reproductive, hierarchical versus linear, active versus…