Summarizes and evaluates the major direct methods of assessing writing ability (holistic scoring, analytical scoring, and primary trait scoring) and the most popular indirect methods of predicting students' ability to write (T-unit analysis and a variety of published standardized tests). (EKN)

Discusses four competing pedagogical models used in freshman composition courses and texts, which emphasize reading literary texts; writing error-free text; understanding relationships among the writer, text, and user; and composing relatively unstructured texts. Identifies weaknesses in each approach contributing to the declining literacy of…

Provided are explicit guidelines, in a form that can be used as a handout for students. The guidelines cover formulation of the statement of the problem and the hypothesis, ways of writing in a logical format, and ways of improving the readability of the term paper. (RM)

Analysis of scores on 47 hearing impaired and 46 hearing college students on Hermans' Prestatie Motivatie Test a measure focusing on English writing skills, revealed no significant difference between the two groups. (CL)

Shows reading instructors basic principles that may aid them in writing and publishing articles related to the profession. Discusses writers' block, getting started, identifying markets, submitting manuscripts, and working with editors. (FL)

When students write their own obituaries, they are combining a values-clarification exercise with the development of writing skills. This article discusses a different approach to freshman composition. (DF)

A teacher of hearing impaired students describes an approach she developed to encourage her secondary students' writing skills. She addresses barriers to communication and emphasizes the need to allow students to share their ideas with others. (CL)

Examines recent claims by L. Moskovit about the use of the unattended "this"; argues that, in various cases, they fail to predict the referents that readers actually assign to a "this"; and offers an alternative framework for describing the considerations that go into distinguishing clear from unclear uses of an anaphoric…

Argues humorously for "constructive ambiguity." Includes amusing rules for vocabulary, punctuation, style, clarity, and bibliographies. Ends with the rule, "When one says nothing of consequence, it is difficult to contradict one's self." (EL)

Argues against the inclusion of a writing sample as part of the GED examination. (AEA)

A resource teacher describes a unit on basic research writing designed to help her junior high-level mildly handicapped students communicate better through writing. The unit incorporates library visits, note-taking instruction, and revision for a final draft. Related activities include journal writing and vocabulary work. (CL)

Offers suggestions for helping students write effective research papers. (FL)

Offers suggestions to business communicators on how to write a thoughtful and clearsighted corporate history. (AEA)

The instructional applicability of a variety of handwriting assessment techniques is examined. Informal procedures, handwriting scales, and systematic methods used in recent research methodology are critically reviewed. For each class of assessment techniques, relevant information on validity, reliability, and utility is presented. (Author/CL)

Presents a procedure writing students can use, either singly or in groups, to exploit the general knowledge they have of common objects, artifacts, and institutions. Describes the use of a matrix to integrate knowledge about realms, or areas of interest, and concerns, or problems. (MM)