Describes a natural student writing evaluation method in which students write letters to their teacher about their reading. Shows examples of letters from four typical students. Speculates on the function of the letters for each student. (RS)

Examines writers' options in organizing comparisons. Finds that chunking of content in a systematic way is a strong predictor of holistic quality ratings, and that higher rated papers tend to be written by students with higher verbal abilities and more extensive topic knowledge. Demonstrates the complexity of the choices writers must make in…

Asserts that educators should consider the contexts of a deeply troubled society when viewing evaluation and teaching. Argues that thinking in terms of discrete testable skills can prevent students from taking responsibility for their own learning. Argues that teachers should seek modes of evaluation which reaffirm that dignity is of concern along…

Investigates convergent and divergent validity of inferences from selected measures of structure, coherence, and quality for compositions. Finds (1) strong support for validity of inferences from the structure measures, serious questions of inferences from coherence measures, and weak support for quality measures; (2) some evidence for the…

Discusses and tries to define the basic differences between high school and college-level writing. Examines key assumptions of the Summer Writing Program at Carleton College along with the criteria used for determining whether students should receive writing course credit. Reveals contradictions in stated criteria and praxis. (HB)

Describes the attempts of the Writing Task Force to shape an English-as-a-Second-Language (ESL) writing curriculum model at the City University of New York. (PRA)

Provides analysis of the term "plagiarism" and distinguishes it from other ways students might employ sources. Defines a form of source usage called "patchwriting" that relies heavily on summary and which should be acceptable to writing teachers. Weighs the pros and cons of summary writing. (HB)

Holistic scoring enables the evaluation of writing skills based on general impressions of content and style. An experiment in an accounting class shows how it can be applied successfully with a high degree of reliability. (SK)

Describes the "correction process" developed by one writing teacher by which students are asked to address comments to graded written assignments. Advocates allowing students to enter into a useful dialog with their instructor over the content and quality of their written work. (HB)

Discusses various aspects of collaborative writing and advocates its use in college journalism courses. (SR)

The ways that portfolio evidence of student competence in the writing processes is created and interpreted were studied in four classrooms during the preliminary trials of the California Learning Assessment System portfolios. Data from interviews with six students and two elementary school teachers are used to explore student portfolios and…

Elaborates on explorations and arguments prompted by the effort undertaken by the Department of Education through the National Center for Education Statistics to begin developing the National Assessment of College Student Learning (NACSL), which focuses on, among other things, "advanced ability to communicate effectively," as specified…

Provides a technical analysis of the factors involved in the ability of latent semantic analysis to assess student knowledge (grading essays and matching students with appropriate instructional texts). Addresses the role of technical vocabulary, how long the student essays should be, and how one deals with the directionality of knowledge in the…

Explores how a portfolio assessment project in the University of Cape Town's Chemistry Department developed (within staff) new understandings of the role of writing as a vehicle for learning, which resulted in a reexamination of the relationship of the written assignments to the existing curriculum. Discusses challenges of designing assessment…

Examines one aspect of elaboration in student writing as a product of the encounter between writers and readers. Studies a stratified random sample of student placement tests. Finds patterns that correlate significantly with readers' evaluations of texts. Concludes these patterns are two strategies for managing discursive conflict in this…