The theory and practice of grading writing :
The theory and practice of grading writing : problems and possibilities /
Grading writing
edited by Frances Zak, Christopher C. Weaver.
- Albany : State University of New York Press, �1998.
- 1 online resource (xix, 224 pages) : illustrations
Includes bibliographical references (pages 193-207) and index.
Origins and evolution of grading student writing: pedagogical imperatives and cultural anxieties / Direction in the grading of writing? What the literature on the grading of writing does and doesn't tell us / Do we do what we say? Contradictions in composition teaching and grading / Construction, deconstruction, and (over)determination: a foucaultian analysis of grades / Peter Elbow and the cynical subject / Richard Boyd -- Bruce W. Speck and Tammy R. Jones -- Bruce Maylath -- Kathleen Blake Yancey and Brian Huot -- Michael Bernard-Donals. Differences of opinion: an exchange of views / Grading as a rhetorical construct / Resisting reform: grading and social reproduction in a secondary classroom / Politics of cross-institutional grading: an adjunct's dilemma / Politics and perils of portfolio grading / Grading in a process-based writing classroom / Gender and grading: "immanence" as a path to "transcendence?" / Peter Elbow and Michael Bernard-Donals -- Nick Carbone and Margaret Daisley -- Steven VanderStaay -- Pauline Uchmanowicz -- Maureen Neal -- Christopher C. Weaver -- Irene Papoulis. Grade the learning, not the writing / Changing grading while working with grades / Conversation continues: a dialogue on grade inflation / Cheryl Smith and Angus Dunstan -- Peter Elbow -- Kathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brain Huot.
"Grading is one of the thorniest issues writing teachers must deal with, yet, surprisingly little has been written on this topic. As writing teachers move increasingly toward practices that focus on writing as a process, they face a growing need to reconsider their systems of grading to determine whether or not these systems support their pedagogies. The authors interrogate the grading of individual papers as well as portfolios and the assigning of end-of-term grades. This collection explores the issues and problems that have emerged as conventional grading practices have lagged behind and been challenged by new theories of language."--BOOK JACKET. "While the book will be of interest to theorists, Zak and Weaver have also made the book relevant and useful to teachers whose primary interest is the practical consequences of theory in their classrooms. Where theoretical discussion takes place, the language is clear and accessible. Many of the authors write directly from personal experience, telling stories of the classroom or writing of new techniques and approaches they have tried. They speak with the voices of teachers, and the tone and content of their words convey a sense of the immediacy of the topic."--Jacket.
0585089183 9780585089188 9780791436707 0791436705 9780791436691 0791436691
97020416
English language--Rhetoric--Study and teaching.
English language--Rhetoric--Ability testing.
Report writing--Study and teaching.
Grading and marking (Students)
LANGUAGE ARTS & DISCIPLINES--Rhetoric.
REFERENCE--Writing Skills.
LANGUAGE ARTS & DISCIPLINES--Composition & Creative Writing.
English language--Rhetoric--Ability testing.
English language--Rhetoric--Study and teaching.
Grading and marking (Students)
Report writing--Study and teaching.
Electronic books.
PE1404 / .T478 1998eb
808/.042/07
Includes bibliographical references (pages 193-207) and index.
Origins and evolution of grading student writing: pedagogical imperatives and cultural anxieties / Direction in the grading of writing? What the literature on the grading of writing does and doesn't tell us / Do we do what we say? Contradictions in composition teaching and grading / Construction, deconstruction, and (over)determination: a foucaultian analysis of grades / Peter Elbow and the cynical subject / Richard Boyd -- Bruce W. Speck and Tammy R. Jones -- Bruce Maylath -- Kathleen Blake Yancey and Brian Huot -- Michael Bernard-Donals. Differences of opinion: an exchange of views / Grading as a rhetorical construct / Resisting reform: grading and social reproduction in a secondary classroom / Politics of cross-institutional grading: an adjunct's dilemma / Politics and perils of portfolio grading / Grading in a process-based writing classroom / Gender and grading: "immanence" as a path to "transcendence?" / Peter Elbow and Michael Bernard-Donals -- Nick Carbone and Margaret Daisley -- Steven VanderStaay -- Pauline Uchmanowicz -- Maureen Neal -- Christopher C. Weaver -- Irene Papoulis. Grade the learning, not the writing / Changing grading while working with grades / Conversation continues: a dialogue on grade inflation / Cheryl Smith and Angus Dunstan -- Peter Elbow -- Kathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brain Huot.
"Grading is one of the thorniest issues writing teachers must deal with, yet, surprisingly little has been written on this topic. As writing teachers move increasingly toward practices that focus on writing as a process, they face a growing need to reconsider their systems of grading to determine whether or not these systems support their pedagogies. The authors interrogate the grading of individual papers as well as portfolios and the assigning of end-of-term grades. This collection explores the issues and problems that have emerged as conventional grading practices have lagged behind and been challenged by new theories of language."--BOOK JACKET. "While the book will be of interest to theorists, Zak and Weaver have also made the book relevant and useful to teachers whose primary interest is the practical consequences of theory in their classrooms. Where theoretical discussion takes place, the language is clear and accessible. Many of the authors write directly from personal experience, telling stories of the classroom or writing of new techniques and approaches they have tried. They speak with the voices of teachers, and the tone and content of their words convey a sense of the immediacy of the topic."--Jacket.
0585089183 9780585089188 9780791436707 0791436705 9780791436691 0791436691
97020416
English language--Rhetoric--Study and teaching.
English language--Rhetoric--Ability testing.
Report writing--Study and teaching.
Grading and marking (Students)
LANGUAGE ARTS & DISCIPLINES--Rhetoric.
REFERENCE--Writing Skills.
LANGUAGE ARTS & DISCIPLINES--Composition & Creative Writing.
English language--Rhetoric--Ability testing.
English language--Rhetoric--Study and teaching.
Grading and marking (Students)
Report writing--Study and teaching.
Electronic books.
PE1404 / .T478 1998eb
808/.042/07