Assigning, Responding, Evaluating
A Writing Teacher's GuideFifth Edition ©2015
ISBN:9781319007461
Read and study old-school with our bound texts.
A roadmap for teaching writing today
The advent and innovation of computer technologies for composing has dramatically and rapidly changed the classroom environment and even the curriculum with which writing teachers now find themselves charged to teach writing. Assigning, Responding, Evaluating: A Writing Teacher’s Guide is designed to help the teacher create writing assignments, evaluate student writing, and respond to that writing in a consistent and explainable way. But it also suggests ways that writing programs can take advantage of our new digital environment and meet the increasing demands for accountability, without decreasing the role or creativity of teachers, or the importance of writing instruction to college education.
“Whether inviting us to explore the communicative possibilities of social media using Platonic dialogue in opposing Twitter handles or to showcase genres of student writing in e-portfolios, White and Wright challenge us to re-think and connect our pedagogies and assessment practices to advance student learning. Placing the student at the center of the assessment experience, the fifth edition of Assigning, Responding, Evaluating: A Writing Teacher’s Guide remains an invaluable roadmap to the complex environment of college writing instruction for both the novice teacher and the seasoned professional.”
— Norbert Elliot, professor emeritus, New Jersey Institute of Technology
Digital Options
Table of Contents
ADDRESSING ESL CONCERNS IN ASSIGNING WRITING
PART II RESPONDING
3 Ways of Responding to Student Writing PURPOSES AND EFFECTS OF RESPONDING AUTHORITY, RESPONSIBILITY, AND CONTROLRESPONDING TO DRAFTSUSING STUDENT RESPONSE GROUPS (PEER REVIEW) SAMPLE STUDENT PAPER IN TWO DRAFTSResponding to "Explorer Post 14: Not Intellectually Prepared" Responding to the Revised "Explorer Post 14: The New World" RESPONDIN G TO COLLABORATIVE WRITIN G FOSTERIN G SELF-ASSESS MENTHANDLING THE PAPER LOADA Note on Presentation Copy
4 Using Assessment as Part of Teaching
ASSESSMENT AND STUDENT MOTIVATION MET HODO LOGIES OF SCORIN G WRITIN G: HOLISTIC, ANA LYTIC, AND PRIMARY TRAITUSING HOLISTI C SCORING GUIDES TO IMPROVE ASSIGNMENTSSample Scoring Guide 1: 6-Point Scale for Assigned Topic Sample Scoring Guide 2: 2-Point Scale for Research-Based WritingSample Scoring Guide 3: Close ReadingSample Scoring Guide 4: Multiple Trait Scoring for Rhetorical Analysis USING SCORING GUIDES AS PART OF TEACHING WRITINGPART III EVALUATING5 Grading Writing Using Holistic Scoring GuidesEVALUATING IMPROMPTU WRITING BASED ON PERSONAL EXPERIENCEEssay Test 1: Personal Experience Assignment Essay Test 2: Personal Experience Assignment 2 EVALUATIN G IMPROMPTU WRITING BASED ON GIVEN TEXTSEssay Test 3: Text-Based Assignment 1Essay Test 4: Text-Based Assignment 2NOTES ON IMPROMPTU WRITING FOR ASSESSMENT 6 Using Portfolios A BRIEF HISTORY OF PORTFOLIOS AND THEIR EVALUATIONproblems with holistic portfolio scoringKEYS TO THE PHASE 2 METHOD: GOALS STATEMENTS AND THE REFLECTIVE LETTEThe Importance of Goals Statements The Importance of the Student Reflective Letter TEACHER -GRADED COURSE PORTFOLIOSScoring Portfolios Based on the Reflective LetterSTAFF-GRADED COURSE PORTFOLIOSContent of the PortfolioLeaving or Removing Original Grades and CommentsScoring ProceduresCriteria for Scoring ReliablyAppeals Procedures SAMPLE GOALS STATEMENTSCalifornia State University, San Bernardino, Department of English Goals for English MajorsNorthern Arizona University Goals for English 105Arizona State University Writing Programs Course Goals, Objectives, and OutcomesUniversity of Arizona, Electrical and Computer Engineering Writing Outcomes 7 Writing Programs and EvaluationASSESSMENT AND WRITIN G PROGRAM ADMINISTRATION: PLACEMENT, DIAGNOSTIC, EXIT , AND PROFICIENCY TESTInstructor PlacementCommittee PlacementDIRECTED SELF-PLACEMENTADMISSIONS AND TRANSFER CREDITWRITIN G ASSESS MENT ACROSS THE DIS CIPLINESUSING IMPROMPTU WRITING AND GROUP SCORING FOR RESEARCHPROGRAM EVALUATION IN THE FUTUREEPILOGUEAppendix: Important Educational Policies for Composition TeachersGOALS STATEMENTS AND FIRST-YEAR COMPOSITION DIGITAL WRITIN G AND TWENTY-FIRST-CENTURY LITERACIESESL AND SECOND-LANGUAGE WRITINGWPA OUTCOMES STATEMENT FOR FIRST-YEAR COMPOSITION (V3.0)IndexAuthors
Edward M. White
Cassie A. Wright
Cassie A. Wright is a Lecturer in the Program in Writing and Rhetoric at Stanford University, where she also serves on the Curriculum Committee, and works as a writing and digital media consultant in the Hume Center for Writing and Speaking. She has helped design the assessment protocol for Stanford's Notation in Science Communication, a communication across the disciplines eportfolio initiative supporting undergraduate technical and professional writing. Her primary research interests focus on composition pedagogy, writing program administration, and assessment. Her previous published work concerns sports media’s pedagogical role in constructing desirable gendered subjectivities; she has a forthcoming first-year reader on sports media for Fountainhead Press’s V-Series and teaches composition courses at Stanford currently focused on sports media and international sport policy and diplomacy rhetorics.
Related Titles
Sample Achieve