Reports an investigation to assess praiseworthy grading versus traditional grading. With praiseworthy grading, finds improvement in the quality of student writing, and argues that teachers give balanced and focused commentary on the strengths and weaknesses in students' writing. (JAD)

Distinguishes between monitoring and evaluating student writing, discusses the rationale for monitoring, demonstrates monitoring procedures, and summarizes major considerations to remember when monitoring writing. (JAD)

Relates how a microcomputer with word processing capabilities can facilitate and enrich a student's writing. (HOD)

Describes an approach to writing evaluation in which the teacher asks the student to write a student-teacher memo--a brief, informal not-to-be-graded communication--that explains the student's intention in responding to the writing assignment. (HOD)

Identifies student misunderstanding of teacher criticism and a lack of context for that criticism as problems in composition classes. Describes how an instructor provided taped comments on student papers to make criticisms clearer to students. Details how the procedure was used in guiding one student's successive drafts. (SG)