ABSTRACT
To escape teaching/grading schizophrenia, we must delineate for ourselves the objectives we have for student writing. This task is daunting, to say the least, for (in a language arts context) we must take into account context, content, structure, and mechanics, as well as process. (In a social studies context, we may focus only on content.) Perhaps our writing puzzle, then, might look something like Figure 3.1. But how to grade for all the pieces of the writing puzzle?
