Notes that all assignments for writing assessment require a rhetorical transaction. Describes the rhetorical frame provided by the assessment developed at the University of Michigan, and compares versions of the test topics to discern their equivalency through an analysis of student performance. (HTH)

Discusses three books that approach writing assessment from differing perspectives and will help writing program administrators reconsider purposes, anticipate problems, and envision new possibilities for writing evaluation. (HTH)

Compares the use of writing samples and standardized tests for college English placement, arguing that a single writing sample is not sufficient for proper evaluation, and provides guidelines for using standardized tests appropriately and accurately. (HTH)