Describes the development and teaching uses of the Gender-Specific Language Scale (GSLS), an instrument designed to assess recognition of sexist language. Results from three experiments assessing GSLS reliability and validity are presented that suggest that the GSLS measures a different construct than an essay questionnaire used in previous…

Explores the benefits of using a voice-graded writing approach, which offers instructors an opportunity to engage in virtual office critiquing of student assignments. (SR)

Education policy shapers in Vermont are engaged in a statewide innovative assessment of fourth and eighth graders' mathematics and writing progress. The portfolio assessment of mathematics uses student work to assess problem solving and communication skills using seven criteria. This article describes institutes and other training provided for…

Using results for 1,487 West German eleventh graders from the International Study of Achievement in Written Composition, problems related to interrater and intrarater reliability and generalizability of composition ratings were assessed. Results indicate that numerous writing assignments are required to assure reliability. (TJH)

This article compares the results of a linguistic analysis of 30 students' compositions with the holistic ratings of 9 independent judges. The compositions were the examination scripts of 17-year-old high school students drawn from the 2 levels of the Caribbean Examinations Council English Language examinations: General Proficiency and Basic…

Describes teaching methods and techniques found to be useful by practicing teachers, including tips for spelling instruction, grading essays, and for fostering writing skills among student writers. (HB)

Describes a study in which undergraduate college students, composition instructors, and noncomposition faculty evaluate the same student writing assignments. Reports that the three groups have very different views of what constitutes good writing. Suggests a possible need to reexamine prevailing notions of academic writing. (SG)

Outlines an assignment in which a teacher used portfolios as the basis for a final examination to give students a chance to assess their own writing and their progress. Discusses the success of the assignment and the teacher's surprise at the students' insight into their own strengths and weaknesses. (PRA)

Offers an annotated bibliography of 142 dissertations, journal articles, and documents published in 1990 and 1991. Contains material on writing, language, literature, and teacher education. (PRA)

Argues that study, research, and discussion is needed to determine more specifically how large-scale writing assessment has influenced curriculum and instruction in two-year colleges. Discusses the image of the two-year college, the intent of statewide assessment, faculty attitudes, and the lack of evidence of the impact of assessment upon…

Explores three elements of writing programs that keep writing alive: evaluation, reading, and experimentation. Includes teachers from various research projects who experiment in their writing, share it with their students, and enjoy what they do. (RS)

Presents preliminary findings from a survey of portfolio practice in selected elementary schools across the United States. Suggests that portfolio assessment has rapidly become widespread in many schools. Raises concerns about the movement and offers suggestions for how it can realize its promises. (SR)

Studies writing teachers' rhetorical comments on student papers, including its historical background and as a recent phenomenon. Reviews the findings of an extensive study conducted on a sample of 3,000 student papers concerning instructors' rhetorical commentary. Outlines basic patterns and types of teacher comments. (HB)

Discusses a course on shared-document writing in which students indicate that they value the time allowed to coordinate groups and to understand and complete assignments. Asserts that structuring the course necessitates assigning work relating to a single topic and providing choices, including a voice in group formation and evaluation. (PRA)

Contrasted texts and behaviors of six English-as-a-Second-Language writers, as they wrote a practice essay test, with their texts and behaviors in an actual English composition proficiency exam. The process-tracing techniques employed in this study enabled observation of composing behaviors with the focus on what the writers did in the two…