Based on the responses of 50 ESL instructors to a composition-scoring exercise, a detailed method of scoring compositions was developed that divides the writing into basic components (structure, content, vocabulary, organization, and mechanics) and provides a scoring mechanism for each component for each of three competency levels. (MSE)

The content of 228 college student's writing samples appears to be a main determiner of how many and what types of preposition errors will appear. These results indicate that preposition errors point to cognitive lags and complex, abstract writing tasks may be the appropriate treatment. (Author/PN)

Focusing on the interaction influences of scorer achievement expectations and writer handwriting quality on the scoring of essays, results found handwriting quality and scorer expectations both influence essay scores. However, there was no evidence of interaction between handwriting quality and scorer achievement expectations. (Author/PN)

Examines materials in the ERIC system related to trends in grammar instruction. Discusses the efficacy of formal grammar instruction in the schools and presents activities for successfully integrating grammar instruction into the writing curriculum. (HTH)

Acknowledges that individuals feel about and describe the world differently, and that composition teachers allow established authors more license with syntax than they extend to students. Suggests that teachers evaluate student writing with more sensitivity to those different perceptions, and recognize the diversity of the English language and…

Describes the new GMAT (Graduate Management Admission Test) Analytical Writing Assessment (AWA), including its evaluation and the results schools receive. Reviews uses of the AWA scores and essays that have ramifications for management communication. Suggests why it is vital for communication instructors to become involved in decisions about how…

The personal statement as an indicator of writing skill was evaluated by comparing personal statements with standardized essay measures of writing ability for 475 graduate students. Correlations of the essay and the personal statement with nontest indicators of writing skill indicate that the traditional essay was more highly related to nearly all…

Discusses how 4 teachers handle writing assignments, response, grading, portfolios, time allotted for completion of assignments, and classroom environment for English-as-a-second-language students. (RS)

Describes the development of an instrument for assessing the writing development of students in an English-medium university in Japan. Discusses the process of selecting a language proficiency framework suitable for the 4-year degree. The Canadian language Benchmarks were chosen and subsequently formed the basis for the development of the rating…

Presents excerpts from a student's year-end self-evaluation, including a few excerpts from her portfolio. Includes her teacher's comments, intended to confirm what the student knows, and to consider how the teacher's classroom practices may have influenced or contributed to Sarah's learning. Appends an evaluation form to help students evaluate…

Studies of the written language of students who are deaf or hard-of-hearing addressed, among other topics, level of reading skills, development of language skills after age 12, and evidence of a critical age for language learning. Data collection methods, research outcomes, and an overview of other articles in the theme issue are discussed. (CR)

The compositions of 49 students (ages 10-14) with deafness or hearing impairments and 49 typical students were compared to investigate the frequency and proportional distribution of written-language variables. Differences were found between the strategies chosen by the students with deafness or hearing impairments in both syntax and semantics and…

A study of 943 personal narratives of students with deafness evaluated the effectiveness of the Six-Trait Analytical Scale in assessing student's writing. The scale was found to be reliable and valid in evaluating written narratives of students with and without hearing losses and is recommended as a valuable diagnostic instrument and instructional…

Suggests specific approaches to critiquing A student's paper motivates THE student to produce better papers and to improve writing skills. Warns against overemphasis on the mechanics of writing, and points out steps the instructor may follow to involve students in the editing process. (NL)

Comparison of college students' (N=14) graded and ungraded Spanish compositions revealed that, when they anticipated receiving a grade, students wrote longer compositions with more complex sentences. However, the type and number of errors varied among students. (CB)