Explores the ability to construct a theory of writing assessment based on an understanding of the nature of language, written communication, and its teaching. Looks at current practices at universities that have been using assessment procedures that are site-based, practical, and have been developed and controlled locally. (TB)

Examines the ways that social theories of audience have informed the perspectives of "invoked" and "addressed" readers--terms put forth by Lisa Ede and Andrea Lunsford. Critiques these terms, particularly for their failure to adequately acknowledge the multiplicity of readers. Argues that compositionists should embrace a more comprehensive social…

Presents a conversation with Gerald Graff and Ira Shor that draws on Graff's notion of "teaching the conflicts"--which argues that students should be exposed to the conflicts inherent in disciplines--and on Shor's belief in the liberatory power of teaching, namely, the power to question the status quo in the tradition of Paulo Freire.…

Presents a history of the ANSI (American National Standards Institute) standard for preparation of Material Safety Data Sheets (MSDS), and provides a section-by-section guide to preparing MSDSs that comply with the standard. (SR)

Describes how a first-grade teacher often concludes the study of a topic with a "what we've learned chart" (which adapts paragraph frames to extend the well-known K-W-L chart) to assess student learning and provide opportunities for nonfiction writing. (SR)

Claims that what matters in classroom writing instruction is an authentic, supportive audience. Shares results from a study of a combined grades 5-6 classroom. Finds that students felt successful as writers when peers evaluated their prose positively. States that the students' knowledge that their writing evoked emotional response from their peers…

Describes how a teacher used the novella as a writing project to help students appreciate literature during their junior year. Explains how the teacher introduces the idea of the writing project and how he instructs them in the task. (TB)

Presents a case study of one six-year-old that suggests that e-mail messages foster different skills and conventions than does print-based letter writing. Hopes to illuminate the writing practices children might develop as they engage in e-mail communication. (SG)

This article evaluates the use of "reverse-role tutoring" in a project in which students with emotional and behavioral disorders became tutors for students without disabilities but who were performing below grade level. Results indicated tutors improved five target behaviors and tutees improved their writing skills. Insets summarize the…

Presents a few ideas about teaching reading and writing on many different levels in middle schools. Notes that teaching reading and writing requires commitment and a great deal of effort. Suggests reading to students at all grade levels; fueling real writing by having students engage in reading; and sing the "6+1 traits of writing"…

Presents a course syllabus for English 315, Special Topics in Writing, a course at University of North Carolina-Wilmington under which department faculty may propose a focused study of a theme, issue, or genre in writing or rhetoric. Explores the relationship between writing and the self. Includes a critical statement evaluating strengths and…

Notes that Writing Across the Curriculum (WAC) is growing at a perceived time of crisis in education and perceived strengthening of the forces of globalization. Suggests WAC should tinker with its existing techniques to promote critical thinking in even the most basic exercises. Concludes that in doing so, it can help students develop into…

Presents students with the opportunity to evaluate e-writing techniques and information design components of two financial and investment Websites. Discusses strategies for teaching e-writing. Uses a three-part information design model developed by Carliner (2000). Discusses how the physical, cognitive, and affective aspects all work…

Advocates a holistic method for evaluating assignments. Notes how the system reflects the evaluation procedures used in business for determining the success of a written communication by assigning numbers (0,1, or 2) for unacceptable, acceptable, and excellent work respectively. Explains that this system not only reduces the time commitment of…

Explains the rubrics the author has developed to assure some degree of consistency in grading among instructors and teaching assistants in various sections of the same writing course. Finds these rubrics particularly useful for evaluating individual student performance in group projects. (SG)