Examines how students view their teachers' comments on their writing assignments. Reports the results of a survey on how students view comments. Offers suggestions for what teachers can do to create a shared context for commentary. (PRA)

It is argued that most foreign language writing assignments are without meaningful content or context for the student, and directions given by the teacher provide little guidance or impetus for personal investment in the project. Several writing exercises emphasizing these aspects of composition, and criteria for evaluation, are offered. (MSE)

Contends that evaluations of student writing come not from some transcendent realm but from the discursive practices by which teachers authorize themselves within a given community. Argues that basic writers need explicit knowledge of such practices, and proposes a language-centered curriculum to teach it. (HB)

Investigates students' evaluations of their best and worst papers. Finds that: researching and writing processes dominated evaluations; grades did not play a significant role in their judgment; interest in the topic was a factor in their evaluations; and their written texts lost impact by the time of the retrospective evaluation. (RS)

Describes a method that writing instructors can use for evaluating and commenting on college students' composition papers that uses a stand-alone word processor. Software is discussed, the instructor's role is explained, methods of evaluation and marking papers are suggested, and electronic grading is described. (three references) (LRW)

Describes a project which examined how portfolios give students opportunities to (1) select items that show who they are, (2) set goals for their own growth, and (3) discover the significance of their decisions. Discusses the experiences of sixth graders, first graders, special education students, and the teachers. (PRA)

Asserts that portfolios (1) thrive in classroom writing communities; (2) offer an alternative to one-shot inservice programs; (3) encourage conversation and decision making; and (4) reflect the features of a writing program. Describes the preparation of portfolio inservice at Mississippi State University and the purposes of a professional…

Describes the development, beginning in 1988, of Vermont's portfolio-based writing assessment program, pointing out the inevitable tension in assessment programs between the need for measurement and a wish for professional development that leads to improved instruction. (SR)

A discussion of holistic scoring, developed for use on essays in composition courses, argues that it can be used effectively in other disciplines. Procedures for establishing criteria of quality, ideas for identifying writing features relevant to the discipline in question, and methods of providing feedback to students are suggested. (MSE)

Compares undergraduates' handwritten reports with those written on computers for 10 precisely defined quality factors. Finds more similarities than differences, with 6 of the 10 tests showing no significant differences. Notes that this study does not support a general conclusion that basic writing quality will improve in computer written…

Recommends 14 recently published books on writing. Groups the books in 6 categories: assessment, classroom publishing, foundations, insights from writers, classroom descriptions, and general information. (MG)

Investigates the responding styles of technical writing teachers and of technical editors and supervisors. Finds that teachers usually ask questions rather than suggest or direct. Asserts that teachers might improve their commentary by adapting the responding techniques of technical editors and supervisors, including explicit and systematic usage…

Discusses the ways that writing teachers comment on and evaluate student writing, especially in the form of marginal comments. Describes three writing teachers in the act of creating margin comments. Analyzes their acts of commenting. Shows how analysis of such teacher response might inform work with student writers. (HB)

Addresses the problem of oversimplification among basic writers. Investigates the strategies and assumptions of basic writers in moving to oversimplify their writing. Presents case studies involving basic writers and analyzes them to determine the causes of oversimplification. (HB)

Argues that holistic scoring requires evaluators to suppress their interpretive judgment and treat students' writing differently than in any other situation, based on an analysis of videotaped reader-training sessions for an English Proficiency Essay Exam. (NH)