Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students' writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology,…

An increasing number of international students, whose teaching and learning practices are very different from that of the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is the most optimum language teaching approach in today's multicultural society regardless of cultural differences. The…

After reviewing results from the Nation's Report Card in Writing, this article presents data from a survey of Latino students, the largest ethnic group of students at Northeastern Illinois University. These data suggest that the Hispanic students at Northeastern are similar to their national Hispanic peers in several ways, such as the levels of…

Examines the mechanics of a large-scale writing portfolio assessment at the University of Michigan, including its impact on matriculation and placement; students' reactions to the requirement; and instructors' evaluation of the efficacy of placements under the new system. Examines the scoring process used by readers to assess portfolios, and…

This paper examines a program that teaches writing skills to students in an administration-preparation program. The program is broadly aimed at strengthening writing instruction and raising the level of writing competency among students in all departmental programs. The examination focuses on gaining a better understanding of the faculty's views…

Advocates making large-scale writing assessment consistent with the view that writing is fundamentally about making and sharing meaning. Argues that this is possible through a writing portfolio system of assessment. Describes how such a portfolio program was begun at the University of Michigan to assess beginning students. (HB)

The Computerized Inventory of Developmental Writing Traits (CIDWT) is meant to provide a valid reliable measure of program improvement, particularly for teachers implementing a process writing approach in their classrooms. While standardized tests, portfolio, and holistic scoring all have something to offer, the CIDWT is an inexpensive direct…

A study examined how metacognition and motivation related to performance among college learners seeking to improve their skills in reading and writing. Subjects, 27 female and 16 male students representing a range of ethnicities and socio-economic conditions who were enrolled in a pre-freshman summer program at a major northern university, had…

The problems and accomplishments of a program to evaluate the Writing Across the Curriculum (WAC) program at Walsh College in Canton (Ohio) are described. The college-wide writing program began in 1987 with training workshops for faculty. Stage 1 of the program ended in 1988 with a summative evaluation and the development of a handbook to be used…

A study examined the progress of the second year of a 3-year literacy project in which undergraduate students enrolled in methods courses used children's literature during reading instruction of urban children, grades K-8 considered at-risk due to conditions of poverty. The entire school population participated in the project along with the…

This paper reviews the research on use of collaborative writing teaching methods at the postsecondary level. Following a brief summary of the theoretical framework of collaborative writing, the paper examines the research on the six features of collaborative writing most used in classrooms: disclosure, which encourages students to engage in deep…