The question of what makes writing "good" touches several important areas of classroom writing instruction: assessment and evaluation, instruction, and teacher response during one-on-one conferences. The current paper examines contemporary views of what makes writing "good," along with the classroom implications and limitations…

A study investigated the effectiveness of a program for increasing students' abilities to self-assess writing. The targeted population consisted of a class of second-grade students in an upwardly mobile community located in the suburban Chicago area of Arlington Heights, Illinois. The inability to self-assess writing was documented through teacher…