This article explains how a learning contract helps Mr. Watson, a sixth grade middle school teacher find solutions to his problems regarding his student, Samantha's lack of motivation and self-confidence. A learning contract is a written agreement between teacher and learner in which the learner undertakes to complete mutually agreed upon tasks in…

Historically, the Composition Program at Eastern Washington University (EWU), a comprehensive university in Cheney, WA, required a single essay sample from each composition student as the final exit exam; in practice, a student passed or failed the course based on an in-class argumentative essay, written in three consecutive class periods. Such a…

Research conducted in the context of the IELTS Research Program indicates that there are recurrent features in the writing under test conditions of candidates from Chinese language backgrounds, particularly in terms of interpersonal tenor. These include a high level of interpersonal reference, combined with a heavily dialogic and hortatory style.…

This study was designed to address two frequent criticisms of the SAT essay--that essay length is the best predictor of scores, and that there is an advantage in using more "sophisticated" examples as opposed to personal experience. The study was based on 2,820 essays from the first three administrations of the new SAT. Each essay was…

Determines the impact of a literature-based program integrated into literacy and science instruction on achievement, use of literature, and attitudes toward the literacy and science program. Finds that literature/science group children scored better on all literacy measures than literature-only group children, who scored better on all measures…

Examined whether writing and working memory (WM) were related to general or process-specific system, whether WM tasks operated independently of phonological short-term memory (STM), and whether WM predicted writing variance beyond that predicted by reading. Found a four-factor model reflecting phonological STM, verbal WM span, executive…

Discusses ways teachers in Indiana can use performance assessment at every grade level to provide students feedback for effective learning in writing. Reviews teaching strategies to help young learners get a good start in developing writing skills. Discusses ways that teachers can continuously assess student progress and focus instruction to help…

Notes that 32 preschool children were trained to a high level in phonemic awareness over a 12-week period, and then in kindergarten, the children were taught 10 real words using either decoding and encoding techniques or a whole word method. Finds that children taught decoding and encoding techniques were superior in reading and writing compared…

Determines whether French immersion programs result in detrimental effects on the ability of children in such programs to read and write in English. Finds that writing in English and French is fairly comparable across languages and that there is a transfer of processing behavior across languages. (MG)

Advocates making large-scale writing assessment consistent with the view that writing is fundamentally about making and sharing meaning. Argues that this is possible through a writing portfolio system of assessment. Describes how such a portfolio program was begun at the University of Michigan to assess beginning students. (HB)

A professor/researcher reflects on the first decade of the 40-year history of this journal and selects one article typical of many during that decade, characterized by large sample sizes and statistical comparisons of achievement among Alberta students. The article selected examines writing achievement among approximately 2,000 rural and urban…

Describes holistic scoring as one of the biggest breakthroughs in writing assessment. Suggests that the technique's high interrater reliability coefficients partly explain holistic scoring's popularity. Argues that validity has been largely neglected. Concludes that more must be learned about the uses and effects of holistic scoring. (SG)

Teachers using the self-regulated strategy development approach instruct students in task-specific strategies along with more general strategies for regulating the students' strategy use and the learning process. Examines the components, stages, and characteristics of such an approach, along with its effectiveness in helping students with learning…

Argues that findings from interviews with basic writing students cast new light on the responsibilities teachers have toward basic writers. Suggests that teachers must help students understand what it means to be a basic writer and can help writers contest and refute their labels through the curricula in the writing courses. (NH)

Describes outcomes of a national investigation in the United Kingdom into linguistic characteristics of writing in GCSE (General Certificate of Secondary Education) English examination. Argues that greater precision in describing writing will promote better teaching and learning. (NH)