Technical education students need to realize high expectations and goals in writing. They have a plethora of purposes to be good communicators in written endeavors. This paper first outlines the reasons why they need to be careful with written communications, and then lists some of the purposes for which their communications are written. The paper…

This handbook gives teachers, reading specialists, administrators, or students concise, up-to-date information on the most popular assessment and evaluation tools in literacy. This second edition retains many of the tools reviewed in the first edition and adds 12 new tools. The first section reviews 24 tools that are teacher-made. The second…

The intent of the Washington State Writing Framework is to provide support for the development of writing benchmarks and instructional guidelines for individual school districts. The purpose of the writing framework is: to provide grade by grade overview of the Essential Academic Learning Requirements in writing; to complement the frameworks for…

This document includes a booklet and a presentation guide. The booklet contains the anchor papers used to score the 2001 Washington Assessment of Student Learning (WASL) in writing, grade 10. Anchor papers are concrete examples that illustrate the intent of the scoring guides. The papers in the booklet exemplify the full range of score points…

This document includes a booklet and presentation guide. The booklet contains the anchor papers used to score the 2001 Washington Assessment of Student Learning (WASL) in writing, grade 7. Anchor papers are concrete examples that illustrate the intent of the scoring guides. The papers in the booklet exemplify the full range of score points…

Twenty learning-disabled students (grades 5 and 6) who received procedural facilitation for narrative composition, including story grammar cue cards and a metacognitive check-off procedure, produced better quality stories than a control group of 10 students. Including verbal reminders to develop characters did not affect story quality. (Author/JDD)

More than a sourcebook, this fourth (and retitled) edition of "Rhetoric and Composition" celebrates the writing-teaching process, reflecting the best writing about the teaching of writing published during the 1990s. Of the 32 essays in the book, only 7 appeared in the earlier editions; 25 of the essays are new to this sourcebook. All essays were…

Criteria that 9 nonnative English-speaking children in grades 2-6 used when evaluating writing are described. Results indicate that the students were critical evaluators, focused on meaning regardless of age and author, were idiosyncratic in the range of criteria used, and were influenced by the pedagogical focus of their…

The samples of students' writing found in this document exemplify the criteria used to score students' written responses on the June 1994 Grade 9 English Language Arts Achievement Test. Representative of the full range of students' writing, the examples in the document are intended to be used as tools to assist teachers, students, and…

The summary information in this report provides teachers, school administrators, students, and the general public in Alberta, Canada with an overview of results from the June 1998 administration of the English 30 Diploma Examination. The information in the report is most helpful when used in conjunction with the detailed school and jurisdiction…

This document includes both a booklet and a presentation guide. The booklet contains the anchor papers used to score the 2001 Washington Assessment of Student Learning (WASL) in writing, grade 4. Anchor papers are concrete examples that illustrate the intent of the scoring guides. The papers in the booklet exemplify the full range of score points…

Developed for the America Reads initiative, this paper presents the LEARNS (Linking Education and America Reads through National Service) Literacy Assessment Profile (LLAP), a student assessment system that is designed to improve providers' ability to deliver high quality literacy programs to students, assess students' literacy understanding, set…

The purpose of this document is to provide administrators, teachers, and students with samples of students' writing that exemplify the criteria used to score students' written responses on the June 1993 Grade 3 Language Learning Achievement Test and the written component of the performance assessment administered to a provincial sample of grade 3…

Reflecting advances in the understanding of language, learning, and the complex literacy demands of a rapidly changing democratic and technological society, this booklet provides a set of standards to guide decisions about assessing the teaching and learning of reading and writing. After an introduction that presents an overview of what is meant…

This position statement from the Conference on College Composition and Communication begins with a "foundation claim": in all situations calling for writing assessment, the primary purpose of the specific assessment should govern its design, implementation, and the generation and dissemination of its results. It describes 10 assumptions about…