Discusses the design and scoring of the writing proficiency exam conducted at San Francisco State University. Explains the program's counseling system for those students who do not pass the proficiency exam. (HTH)

Examines some of the research on reasons for teachers' diverse reactions to student writing. Also looks at research on student reactions to teacher responses to their writing. (HTH)

Presents an evaluation method designed to help students at each stage of the writing process. The process includes a student self-evaluation scale for the prewriting stage, an analytic scale for descriptive writing used by peer evaluators and the instructor, and an outline of the evaluation strategy. (HTH)

Examines 25 years of research on the effects of teachers' comments on and responses to student writing. Expresses the need for emphasizing writing as process, for using multiple-draft assignments, and for developing student appreciation and skill for revising their works. (RL)

Presents results of a study on how accurately instructors in composition identified various kinds of errors. (RL)

Discusses using portfolios to evaluate the writing, vocabulary, and grammar of students with deafness. Describes the steps for student development and assembly of their portfolios for presentation and review. Also highlights student participation in the assessment of the portfolios and the benefits of portfolios. (CR)

Describes an approach for using portfolio evaluations with developmental students. Indicates that it includes a system for analyzing and practicing five areas of writing: form, function, authorial attitude, method of development, and point of view. Reviews benefits of the approach and provides charts of portfolio activities. (AJL)

Describes the use of computers for grading assignments in beginning and intermediate reporting and writing programs at Texas A&M University. Indicates that students store assignments on a computer network, where the instructor can access them to grade them. Describes techniques for making electronic corrections clear and provides sample…

Examines how conformity to gender or gender expectations can affect evaluation. Finds that women who write either traditional or non-traditional perspectives generally receive the same grade, but a non-traditional perspective is more likely to receive criticism. Finds also that the same is true of men but to a lesser degree. (TB)

Explores three aspects of evaluation: to find value in the content of writing; to promote writing growth (as children learn to evaluate themselves as writers and generate possible goals and strategies to attain them); and to rethink the role of teachers who value themselves as learners. (SR)

Puts forth a plan for raising student consciousness about audience through peer evaluation sessions. Targets three areas of effective autobiographical writing: an engaging opening; focus; and showing, not telling. Discusses grading rubrics for these categories appropriate for student readers. (TB)

Suggests English teaching in Iran has been a failure, partly because the language is not used as a means of communication, but is taught in isolated fragments. Discusses methods for testing writing, recommending essay tests over multiple-choice ones so the washback effect will encourage teachers and students to change their attitudes about…

Examines student responses to their teachers' written comments on their papers. Finds that students are equally interested in getting responses on content, purpose and organization as on sentence structure, wording and correctness; and students prefer specific comments with explanations over negative comments or comments that seek to control their…

Explains how professors can either "mark the screen" or use separate attachments in the grading process for on-line assignments. Discusses e-mail as the analogue of face-to-face conferencing for providing feedback. (EV)

Notes that professional reflection is a powerful aspect of practice and, in welcoming many "English Journal" colleagues back to another academic year, the author suspects that many are thinking a good deal about grading. Discusses the importance of feedback for student writing. Suggests the need to relocate teacher feedback to the public forums of…