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Judging student writing is a difficult, time consuming task for both the classroom teacher and the researcher. Criteria of excellence for compositions remain ill-defined. This study is designed to define some easily measurable syntactic and semantic cues within student essays that predict and perhaps determine readers' responses, thereby facilitating the evaluators' task. In searching for the covert, quantifiable written cues that correlate with reader response, we rely on frequency counts to, as Braddock advises in Research in Written Composition, discover certain key situations which are indices of larger areas of (21) . Our larger area of concern consists of defining the basis for, or at least some predictors of, reader response.

On Budz & Grabar's q Tutorial vs. Classroomq Study Sarah Warshauer Freedman; Ellen W. Nold College English, Vol. 38, No. 4. (Dec., 1976), pp. 427-429. Stable URL: h zlinksfstolio sici?sici=0010—0994%28197612%2938%3A4%3C427%3AOB%26G%22V%3E2.0.CO%3B2-R College English is currently published by National Council of Teachers of English. Y our use of the]STOR archive indicates your acceptance of ]STOR's Terms and Conditions of Use, available at http://www.istor.orlJ/about/terms.html. ]STOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the J STOR archive only for your personal, non—commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at h@:[[www.jstor.og[joumalsznctehtml. Each copy of any part of a]STOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is an independent not—for—profit organization dedicated to and preserving a digital archive of scholarly journals. For more information regarding]STOR, please contact support@jstor.org. http://www.jstor.org Thujan 2518:40:32 2007

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