Written Language – serie

This collection explores student self-assessment and its role in the development of writing. Chapters address both theoretical and practical issues and make connections to extend the work done by teacher evaluation of student writing, peer evaluation and in portfolios.

This volume deals with the subject of portfolio-based writing assessment. It explores the theory behind using portfolios in writing a programme as well as information about what portfolios are, what advantages they hold for assessment purposes, and what effects they can have on a writing programme.

This is a longitudinal study of four anglophone Caribbean students at a New York City college. It offers an examination of their written and spoken language, as well as related issues, such as language and identity, language attitudes, and educational responses to ethnolinguistic diversity.

An ethnographic study of the group-writing process of an executive letter. The text provides a picture of writing in an organization for English, communication, and technical/business writing teachers unfamiliar with this sort of environment.