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Suggests ways to make the grading of writing easier, fairer and more helpful to students. Use of minimal grades or fewer levels of quality; Use of criteria that spell out the features of good writing; Giving grades an individual criteria.

Argues that an easier and productive time may be had with student writing if a distinction is made between high stakes and low stakes assignments. Goal of low stakes assignments; Students' fear of writing or lack of skill that hinders them from writing something they understand; Importance of low stakes assignments; Continuum between high and low stakes responding.