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| Writing Assignments and Essay Topics | |
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| Constructing Writing Assignments | |
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| Planning Assignments for Discovery and Revision | |
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| Sequencing Writing Assignments | |
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| Writing Assignments Presented in Written Form | |
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| Heuristic for the Writer of Writing Assignments | |
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| Class Discussion of the Assignment | |
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| Prewriting | |
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| Sample Assignments for a Writing Course | |
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| Understanding the Writing Process | |
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| Planning and Drafting | |
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| Revising and Editing | |
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| Constructing and Analyzing Argument | |
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| Constructing Paragraphs | |
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| Constructing Grammatical Sentences | |
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| Using Dictionaries | |
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| Varying Tone | |
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| Analyzing Experience | |
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| Becoming a Researcher | |
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| Assigning a Research Paper | |
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| Selected References | |
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| Helping Students Do Well on Writing Assignments | |
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| Essay Tests and Writing Assessment | |
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| Understanding the Assignment | |
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| Writing Clear Essay Questions | |
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| Responding to Unclear Essay Assignments | |
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| The Role of Memory | |
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| Working within Time Constraints | |
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| The Twenty-Minute Essay | |
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| The Thirty-Minute Essay | |
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| The Forty-Five-Minute Essay | |
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| One-, Two-, and Three-Hour Essays | |
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| Organizing the Response | |
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| Revising and Editing | |
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| Computer Assisted Writing and Responding | |
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| Avoiding Plagiarism | |
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| Selected References | |
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| Responding to Student Writing | |
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| Purposes and Effects of Responding | |
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| Responding to Drafts | |
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| Authority, Responsibility, and Control | |
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| Sample Student Paper in Two Drafts | |
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| Collaborative Writing | |
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| Using Student Response Groups | |
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| Fostering Self-Assessment | |
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| Handling the Paper Load | |
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| Presentation Copy | |
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| Conclusion | |
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| Selected References | |
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| Issues in Grading Writing and Using Scoring Guides | |
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| Grading and Student Motivation | |
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| Using Scoring Guides to Improve Assignments and Teacher Grading | |
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| Scoring Guide | |
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| Using Scoring Guides in Peer Group Assessment | |
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| Using Scoring Guides to Help Students Assess Their Own Work | |
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| Conclusion | |
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| Selected References | |
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| Using Writing for Placement and Assessment | |
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| Is Placement a Good Idea? | |
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| Criteria for a Placement or Diagnostic Test | |
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| Directed Self-Placement | |
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| The New "Writing" Portion of the SAT and ACT | |
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| Transfer Credit, Advanced Placement, CLEP, and Dual Enrollment | |
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| Exit and Proficiency Assessments | |
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| Procedures for Developing Assessments | |
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| Exit Assessments | |
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| Proficiency Barrier Assessments | |
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| Goals of Proficiency Assessment at the University Level | |
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| Types of Proficiency Assessments in Use | |
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| Multicampus Testing | |
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| Campus Testing Programs | |
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| Course Certification | |
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| Writing-Intensive Courses | |
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| Test with Course Option | |
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| Portfolio Assessment | |
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| Certification through General Faculty Involvement | |
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| Writing Assessment and Special Needs Students | |
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| Language Issues | |
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| Physical Disabilities | |
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| Learning Disabilities | |
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| Computer Scoring of Writing | |
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| Selected References | |
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| Disabilities References | |
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| Evaluating Impromptu Writing Based on Personal Experience | |
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| The Value and Limitation of Impromptu Writing | |
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| Writing about Personal Experience | |
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| Personal-Experience Assignment 1 | |
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| Holistic Scoring Guide | |
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| Sample Student Essays | |
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| Discussion of the Essays | |
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| Personal-Experience Assignment 2 | |
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| Holistic Scoring Guide | |
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| Sample Student Essays | |
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| Discussion of the Essays | |
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| Essay Scoring beyond the Classroom: Using Group Scores | |
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| Pretesting and Posttesting Using Impromptu Writing | |
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| Selected References | |
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| Evaluating Impromptu Writing Based on Given Texts | |
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| Literature and the Teaching of Writing | |
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| Text-Based Topic 1 | |
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| Holistic Scoring Guide | |
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| Sample Student Essays | |
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| Discussion of the Essays | |
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| Text-Based Topic 2 | |
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| Holistic Scoring Guide | |
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| Sample Student Essays | |
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| Discussion of the Essays | |
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| Constructive Notes on Impromptu Writing for Assessment | |
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| Selected References | |
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| Using Portfolios | |
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| A Brief History of Portfolios and Their Evaluation | |
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| Problems with Holistic Scoring of Portfolios | |
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| Keys to Phase 2: Goals Statements and the Reflective Letter | |
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| Teacher-Graded Course Portfolios | |
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| Staff-Graded Course Portfolios | |
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| Outcomes Assessments | |
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| Scoring Portfolios Based on the Reflective Letter | |
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| Appendix: Sample Goals Statements | |
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| California State University at San Bernardino, Department of English GOALS for English Majors | |
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| Northern Arizona University Goals for English 105 | |
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| Arizona State University Writing Programs Course Goals, Objectives, and Outcomes | |
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| University of Arizona, Electrical and Computer Engineering Writing Outcomes | |
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| Selected References | |
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| Epilogue | |
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| Concluding Notes on Assessment and the Teaching of Writing | |
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| Index | |