Describes a study of writing in grades one through eight designed to identify types of misspellings, to determine at what grade level problems emerge, and to identify developmental changes in the kinds of errors committed. Found that students' spelling improved over nine years but concludes that spelling is essentially self-taught. (JAD)

Examines current reforms in writing assessment, including the California Learning Assessment System writing portfolio. Compares language writing to "the clay that makes the pot." Concludes that writing revolves around criticism, but if assessment stays on the surface, then criticism may not be helpful in pushing the generative aspect of…