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)

Defines portfolios in terms of their uses in university writing courses. Summarizes teachers' experiences in implementing portfolios in departments that have not adopted portfolios. Reviews common complaints and questions writing teachers have about portfolios. Describes and gives examples of student portfolios. (RS)

Suggests that awkwardness in writing (like good writing) is an interactive nexus of writer, text, and reader and is a matter of subjective judgment. Argues that awkwardness in student writing is a positive sign of a writer's grappling with language complexity. Concludes that awkwardness is rhetorically motivated and therefore complex but…

Argues that writing students can be their own best critics, if teachers allow them to be. Describes a class in which students were assigned to write and discuss commentaries of their work. Explains that the procedure helps student and teacher alike to identify writing problems. (SG)