Describes the use of small writing groups in an advanced expository writing class and why the approach works. Includes a course syllabus. (HTH)

Examines some of the variables that have been found to affect topic choice and writing performance in writing assessment. (FL)

The measurement of writing offers a challenge to test developers due to controversy over the use of objective tests versus compositions. A discussion of a basic skills writing test developed in Los Angeles County offers insight into the issues of which competencies should be tested and how these competencies would be measured. (DF)

Chronicles the development of holistic evaluation in English testing, defines the term and others associated with it, and suggests the central reasons for its use. Discusses some of the problems and disadvantages of this powerful and generally positive approach to student writing evaluation. (HTH)

Argues that to teach effectively, instructors must remember what it was like to be taught and give students the consideration and respect they wish they had had as students. (MM)

Examines prevailing definitions of coherence in text. Cites writing samples from the National Assessment of Educational Progress to illustrate how coherence at the paragraph level must supersede coherence between sentences. (HTH)

The study assessed the effects of using a creative writing scale as an evaluative and instructional tool with 61 gifted primary grade students. Ss in the creative writing program showed significant differences over control Ss on the "Test of Written Lanugage, the "Sager Writing Scale," and the "Writing Attitude Survey."…

Reviews research indicating that children's writing moves in an age-related sequence from the literal and factual to the metaphorical and affective and shows a growth in awareness of the psychological characteristics of the self and others. Presents an analysis of children's stories that provides guidelines for teachers and researchers to use in…

The history of direct writing assessment and scoring procedures in South Carolina are discussed. The South Carolina Basic Skills Assessment Program Writing Committee developed writing objectives for students. Holistic and analytic scoring procedures were used. Information on instructional improvement and student deficiencies was distributed to…

A summary of the writing assessment programs reviewed in this journal is presented. The problems inherent in the programs are outlined. A coordinated research program on major problems in writing assessment is proposed as being beneficial and cost-effective. (DWH)

Several studies have shown that essays receive higher marks when preceded by poor quality scripts than when preceded by good quality scripts. This study investigated the effectiveness of providing scorers with model essays to reduce the influence of context. Context effects persisted despite the scoring procedures used. (Author/EGS)

Describes a final exercise that gives composition students a better sense of how they have grown as writers during the semester. Students review, edit, and make conclusions on their "selected works," preparing a manuscript-like folder. (HTH)

Examines eight major reader roles and suggests that the role the teacher assumes depends on the situation in which the writing is produced. (MM)

The purposes of this study were to investigate the role of benchmark writing samples in direct assessment of writing and to examine the consequences of differential benchmark selection with a common writing rubric. The influences of discourse and grade level were also examined within the context of differential benchmark selection. Raters scored…

The purpose of this study was to investigate whether the selection of benchmark writing samples influences the assessment of students' writing quality. More than 300 grade 3 writing samples were scored in two separate rating sessions. Within each scoring session, raters used a different set of benchmark writing samples. Raw ratings were analyzed…