Sampling can even be used to help language arts instructors manage large volumes of student writing. Most language arts teachers would love to have students do more writing. The reality is that with the finite amount of time available, the more students write, the greater the burden on the teacher to correct and provide timely feedback to students. Sampling can help reduce the feedback burden on the teacher while increasing the amount of student writing.

Language arts teachers, using a clear writing rubric, can have students write a baseline paper that is recorded. Using the data from this baseline, the teacher makes appropriate instructional decisions. The next major paper is planned four to six weeks out. During the interim weeks students are asked to submit writings. The teacher can take the square root of her class size and read those student's papers, providing in-depth feedback. Using the sample of papers, the instructor can chart the most common errors and problems in the papers reviewed and adjust instruction accordingly. To ensure that all students are submitting writings, points can be assigned for turning in a paper. Sampling should ensure that all students receive the opportunity for in-depth feedback from the instructor.