This article demonstrates the distortions arising from attempts to impose a rigid set of criteria on teacher assessment. The use of surface features of syntax and punctuation to determine grades created a situation where children's writing became artificial and lacking in interest.

Suggests that in evaluating student papers audiotapes have several advantages over written comments: audiotapes make for a holistic instead of myopic evaluating approach, and make it easier to make positive comments. Explains system for transferring responsibility for grammatical errors from the teacher to the student. (TB)