Offers a brief history of an attempt to establish predictive test validity with holistic scoring of writing tests. Asserts that holistically scored writing samples may be practical for some local purposes, but they must be used judiciously. Suggests monitoring the validity of local tests with statistical packages and using teacher ratings as…

Investigates whether more frequent revising throughout composing interferes with the constructive processes of composition of eighth graders. Finds that the effects of word processors interact with individual student differences. Suggests that researchers and writing teachers need to consider these potential differences when prescribing word…

Examines whether accelerated college writing courses are an effective alternative to regular courses in developing writing skills. Finds that accelerated courses were less effective than the regular courses with respect to writing attitudes and percentages of student essays judged competent. (PRA)

Describes a two-week unit on the language of advertising. Maintains that students can learn to imitate the language of advertising to their advantage as writers of arguments. (SR)

Creative writing classes provide an opportunity to develop confidence in presenting one's own work and critiquing others. Adults can explore interests while experimenting with self-expression and taking personal risks. (SK)

Explores a way for writing teachers to provide feedback, assess growth, and monitor personal story narrative writing from a positive, supportive and holistic perspective. Lists and explains five dimensions of personal story narrative writing, discusses development, and provides examples of student writing. (PRA)

Discusses a composition assignment that integrates library instruction with a research assignment, thus encouraging students to take an interdisciplinary approach to their writing and thinking. (SR)

Five letter groups were taught over 10 weeks to 4 children with sensorimotor difficulties. Visual analysis revealed changes in cursive writing ability; statistical analysis found quality scores for one child changed significantly but no significant changes in overall speed. Teacher reports suggested an increase in self-confidence about writing.…

Considers the emergence of the so-called culture wars in contemporary American society. Contends that, in the context of such cultural conflict, the English classroom is a particularly important battleground. Considers how English teachers might structure their classes to address the culture wars. (HB)

Introduces an interchange that considers the attempts to apply classical ideals of public discourse and ethical participation to the writing classroom. Provides a "give and take critique" of an article on the topic by Gregory Clark published in a previous issue of the same journal. Presents Clark's response. (HB)

Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Questions Freedman's conclusions by asking how "explicit instruction" and "genre" should be defined. Considers how craft, as opposed to a body of knowledge, can be learned. (HB)

Analyzes Egon Guba's claims about what empirical research is and about the models that have guided it. Questions Guba's claims that critics have found flaws in the models that have guided empirical research. Considers how these conclusions might affect instruction in empirical research. (HB)

Presents a draft (representing a massive revision) of the guidelines that have directed campus self-studies (preceding visits from WPA consultant-evaluators) for over a decade. Requests interested persons to make comments and propose changes to the draft document. (RS)

Describes the involvement of a high school English teacher in an isolated and poor county in West Virginia with the West Virginia Writing Project and how she was able to turn stumbling blocks into stepping stones. (SR)

Provides a response to an interview with Donald Davidson in the previous issue of the "Journal of Advanced Composition." Considers the degree to which speech-act theory might relate to composition theory. Discusses the effect of conventions of writing on writing instruction practice. (HB)