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In article <EDTECH%92120815245742@OHSTVMA.ACS.OHIO-STATE.EDU>, SUNDIN_C@ucs.uwpl att.edu (CHARLES SUNDIN, CHAIR, CHEMISTRY) writes: >At the University level, Tom Vickery and Cyndy Krey have focused the nature >of the need. I need to know the witing level of the incoming freshmen >(10th grade, 12th grade, ??) to insure proper placement or need for >remediation and I have to check students as they progress through the >curriculum to insure that their writing is improving. Before graduation, >perhaps their witing should be "too erudite". > >Perhaps those with experience with "Writing Analysis Programs" could also >mention if the program evaluates "grade levels" and if so, what are the >minimum and maximum levels. > >Charles Sundin, University of Wisconsin-Platteville >firstname.lastname@example.org > Perhaps their writing should clearer. What passes for educated is often an excuse for very poorly though out sentences, paragraphs and article. The object of writing is convey ideas to your readers, not to prove that you can use bigger and more obscure words than they use. It may also be that you have selected the wrong style of evaluation for your grammar checker to apply to the writing sample. As a reader of many college papers and disertations, I have found that complexity is often used to hide a lack of knowledge and substance in the paper. This is the technique used by financial swindlers to hide their illeagle transactions. Grammar checkers easily expose these academic swindlers. Phylee THEE MacNasty George Philip Bluhm gb03@Lehigh.EDU