Examines the distinct and sequential aspects of revision in the writing of first graders, as determined through a teacher's classroom research. Lists factors to consider when adjusting teaching styles to children's early writing processes. (HTH)

Although many models of effective ways to teach writing exist, both the teaching and practice of writing are increasingly shortchanged throughout the school and college years. Of the three "Rs," writing is clearly the most neglected. Writing, always time-consuming for student and teacher, is today hard-pressed in the American classroom. The…

This book outlines the processes involved when children learn to write, and it shows how certain strategies can improve children's progress in writing. Dealing with the age range 3-13, the book addresses issues of the gender gap, children with English as an additional language, and left-handedness. It includes ideas for assessment of writing. It…

This guide to the Georgia Middle Grades Writing Assessment (MGWA) serves the purpose of improving writing and writing instruction. It includes a description of test administration conditions, a sample test booklet, and a structured overview of the writing assessment. Prewriting, drafting, revising, editing, and proofreading are explained in the…

Inside this issue are: (1) Questions Tool; (2) NAEP Support; (3) NAEP Writing Assessment; (4) Grade 12 Results; (5) Background Questions: (6) NAEP Scale Scores and Achievement Levels; and (7) Grade 8 Math Comparisons by Ethnic Group. This publication notes several points of interest. 170,000 students at each grade and subject will be selected to…

Instructors of Composition I at Lansing Community College (LCC) in Lansing, Michigan, are required by the Department of Communication to grade a paper in four areas: content, structure, style, and mechanics. The policy, in effect in its present form since 1982, places heavy emphasis upon the conventions or "mechanics" of writing Edited…

A case study investigated the writing strategies use by high ability seventh graders (n=4) responding to explanatory tasks from the Maryland Writing Test (MWT), a state-mandated writing assessment. Central questions were: (1) what are the writing strategies elicited by the MWT?; (2) what evidence is revealed of participants' self-monitoring…

Presented as a conversation rather than as a single-voiced academic paper, this paper describes the three people's experiences with experimental academic writing as students and as teachers. It describes such writing (or autobiographical scholarship) as a hybrid blend of autobiographical bits and scholarship, writing and reading, public and…

Designed to be a practical, comprehensive, and illuminating guide for both new and experienced teachers, this book confronts the challenges of the writing workshop head-on, with chapters on all aspects of the writing workshop, including: day-to-day instruction, classroom management, the development of writing identities, and the tone of workshop…

In 1999, Rhode Island students in grades 3, 7, and 10 took a performance assessment in writing as part of the Rhode Island State Assessment Program. These two documents, a guide for educators and a guide for parents, describe the test and its scoring. The test is called a performance assessment because it requires the students to demonstrate their…

In this book, teachers, students, administrators, and assessors all show that a carefully rendered portfolio becomes an increasingly internalized standard against which learners can assess their own growth. Essays in the book share diverse portfolio projects from across the United States and reflect the spirit and enthusiasm the authors shared as…

The writing performance standard descriptors in this paper support the sections of the English/Language Arts Content Standards adopted by the Alaska State Board of Education. It begins with listing competencies associated with speaking and writing well for a variety of purposes and audiences; and thinking logically and reflectively. It then…

This research provides information for improving organizational skills in writing through the use of graphic organizers. The targeted population consisted of second, third and fifth grade students in a suburban community. Evidence for the existence of this problem included anecdotal records, teacher observations, student surveys, and assessments…

This book addresses issues in the inclusion of students with dyslexia in programs of higher education in the United Kingdom. Chapter 1 examines debates around assessing students with dyslexia and urges a "modular" approach. Chapter 2 looks at assessment of areas of impairment traditionally considered to be dyslexic. Chapter 3 considers…

This book offers detailed and complex guidance, and the necessary techniques, for grading college students' writing. It examines why it is important to integrate grading into the writing process; the need for effective writing assignments; ensuring fair professorial judgments; promoting student learning; helping students learn how to respond…