Investigates how word processing experience influences tenth grade student performance on a writing assessment. Examines factors influencing a student's decision about using word processors for writing; relationship between experience with the technology and scores on word processed essays; and differences in length, neatness, mechanical…

When a teacher-trainer conducted a workshop on the "6+1" model of writing evaluation for teachers at a school for the deaf, she used her experience teaching deaf children to adapt the model for their use. Since she knew that deaf students are actually English language learners, she drew on and modified a version of the model used with native…

Discusses the need for treating students learning to write in English as a Second Language (ESL) courses with respect. Argues that ESL writers need to be understood, placed in suitable learning contexts, provided with appropriate instruction, and evaluated fairly. (nine references) (CK)

Reports on the development of a self-rating instrument for writing. The instrument engages learners in responding to a writing task and assessing their own proficiency against a set of benchmarks. Provides a description of the self-rating procedure, an account of instrument development, a report on a usability study with six learners of Finnish as…

The written stories of 8 severely to profoundly hearing-impaired students in grades 4-11 were analyzed and assigned a developmental level. Results indicated T-unit lengths within normal limits, limited use of cohesive devices, and difficulty with internal responses. The developmental level exhibited by most subjects was the true narrative stage.…

Considers the question of how best to elicit samples of writing for assessment in an English-for-academic-purposes proficiency test and assure that every test taker has something to write about. Three types of writing tasks are defined and analyzed, and examples are given. (25 references) (GLR)

Thirteen-year-olds' interest in writing is alterable in educational settings; and is significantly associated with the educational productivity factors of subjects' (N=28,405) peer group, gender, and quantity and quality of instruction. Essay writing performance appears to be associated significantly with a student's ability, peer group, and a…

An examination found no significant differences between timed- and untimed-essay test scores of adolescent students of English as a Second Language. Results suggest that there is a need for more expansive research regarding sample size and age, different time limits, students' educational backgrounds, writing skill training, communicative aims,…

Examines the problems of using standardized tests to measure the development of early literacy. Notes that assessment is used to design instruction, and should reflect the skills and knowledge that are developing in young children. Provides examples of informal assessment contexts, such as interactive dialogues, observation, and performance…

Describes the following prerequisites for successfully teaching writing, based on recent research in writing instruction: (1) knowing about writing process theory and practice; (2) adopting a radically revised view of the teacher's role as responder/marker/evaluator; and (3) mastering certain "technical knowledge" about the written…

Examines the way that value mediates the construction of meaning, how the active processes of constructing meaning are molded around value. Explores how a description of the writing process in terms of value might inform classroom practice--how it might affect teacher perceptions of what students are doing in their writing and how teachers comment…

Describes three methods for research on the second-language writing assessment process and the kinds of questions these methods can answer. Methods include direct observation, ethnographic observation, and studies of the relations between ratings and objective measures of various textual characteristics. (JL)

Provides an overview of a study of the relationship between classroom context and the revisions of student writers. Indicates that students focus their revisions on surface and stylistic concerns. Suggests how specific features of the classroom context, including teaching methods, may influence the kinds of revisions undertaken by student writers.…

Discusses the tension between testing and literacy education, the deleterious influences of testing on the curriculum, and the lack of a firm relationship between improved test scores and improved educational experiences for students. Presents two alternative systems for evaluation of writing skills at the local and state level. Demonstrates the…

A computer grammar checker is described that evolved from a sample of errors and resulting in a taxonomy of 14 main and 93 subtypes. Using a 1,402-word stem electronic dictionary, an augmented transition network parser, and a set of disambiguating rules, the checker provides feedback for 7 types of errors. (12 references) (Author/LB)