Using the right hemisphere of the brain in evaluating student writing means consciously and consistently incorporating its emotional, intuitive, and holistic functions with the more analytical functions of the logical "left" hemisphere when considering, judging, and directing improvement in student writing. Research seems to suggest that teachers who consistently use "right side" evaluation methods can influence students toward developing their own trust and skill in making more extensive use of their "right side." Students use the right brain to comprehend better the full meaning of teachers' oral and written evaluations of their writing, and for their own continued writing improvement. Adaptable for use in a variety of contexts are eight "right brain" methods for evaluating student writing: (1) comment on one or two positive points, (2) convey honest feelings about a paper, (3) talk with the student about overall impressions of the paper, (4) establish open-ended/criterion referenced evaluation, (5) use peer partner evaluation, (6) use imagery or analogy to help students initiate corrections, (7) work with the class at semantic evaluation, and (8) use language history in providing feedback to students. (HTH)