Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

Reports on a study which investigated the relative merits of indirect and direct feedback on errors in the written work of English-as-a-second-language writers by comparing four types of error treatment, each of which provided the writers with progressively less salient information for making revisions in their compositions. (SED)

Discusses taped writing protocols of three students, which indicated how differently subjects responded to small group evaluation according to the writer's personality, level of maturity, and ability to handle writing problems. (HTH)

Presents a classroom activitiy in which students scored each others papers using a holistic technique. Explains the benefits of holistic scoring. (FL)

Proposes a model for helping students assess writing during teacher student writing conference. Includes a guided form for assessing audience and intentions. (HTH)

Examines the responses of 10 veteran teachers to an essay written by an ESL student and concludes that most teachers continue to mark only surface errors, even in ESL essays. (DF)

Describes how a workshop format in a composition class lessened the teacher's workload and provided students with additional learning experiences. (DF)

Suggests that in addition to self-evaluation of individual papers, assessment of one's overall ability to write effectively also plays an important role in the writing process. Includes the results of a study indicating a strong relationship between writers' evaluations of their own general writing skills and the quality of their written products.…

Presents results of an informal study indicating that (1) external contingencies that force writing productivity regardless of mood seem to facilitate rather than impede the appearance of creative ideas for writing, and (2) productivity precedes creativity. (HTH)

Work of students identified as basic writers was studied and analyzed to determine students' perceptions about composition. Results suggest that progress is linked to the ability to develop and elaborate ideas while writing, to the ability to generate acceptable English automatically, and to the ability to rewrite, edit, and revise. (Author/LMO)

Uses the form of a Socratic dialogue to discuss the advantages of writers' workshops for students. Suggests classroom strategies and grading procedures. (EL)

Two common strategies for assessing writing techniques and objective techniques are compared in a study of third-grade students. Student performance on selected response and constructed response test items, measuring the identification and construction of complete sentences, is compared. Results suggest that selected response items may lack…

Illustrates a method that has students receive corrected papers, then rewrite problem sentences to review errors and incorporate corrections. (CRH)

Describes a successful college composition program that reduces writing anxiety and increases individual attention to students by pairing an advanced student writer with a faculty member as team teachers. (MM)

Nebraska's approach to standards, assessment, and accountability: School-based Teacher-led Assessment and Reporting System (STARS) is firmly grounded in the belief that decisions about student learning should be standards-based and should be based upon classroom knowledge of the student. This process relies upon the professional expertise of…