The theory and practice of grading writing : problems and possibilities / edited by Frances Zak, Christopher C. Weaver.

Contributor(s):

Material type: Text

TextPublication details: Albany : State University of New York Press, �1998.Description: 1 online resource (xix, 224 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

0585089183
9780585089188
9780791436707
0791436705
9780791436691
0791436691

Other title:

Grading writing

Subject(s):

Genre/Form:

Electronic books.

Additional physical formats: Print version:: Theory and practice of grading writing.DDC classification:

808/.042/07 21

LOC classification:

PE1404 .T478 1998eb

Online resources:

Click here to access online

Contents:

Origins and evolution of grading student writing: pedagogical imperatives and cultural anxieties / Richard Boyd -- Direction in the grading of writing? What the literature on the grading of writing does and doesn't tell us / Bruce W. Speck and Tammy R. Jones -- Do we do what we say? Contradictions in composition teaching and grading / Bruce Maylath -- Construction, deconstruction, and (over)determination: a foucaultian analysis of grades / Kathleen Blake Yancey and Brian Huot -- Peter Elbow and the cynical subject / Michael Bernard-Donals.

Differences of opinion: an exchange of views / Peter Elbow and Michael Bernard-Donals -- Grading as a rhetorical construct / Nick Carbone and Margaret Daisley -- Resisting reform: grading and social reproduction in a secondary classroom / Steven VanderStaay -- Politics of cross-institutional grading: an adjunct's dilemma / Pauline Uchmanowicz -- Politics and perils of portfolio grading / Maureen Neal -- Grading in a process-based writing classroom / Christopher C. Weaver -- Gender and grading: "immanence" as a path to "transcendence?" / Irene Papoulis.

Grade the learning, not the writing / Cheryl Smith and Angus Dunstan -- Changing grading while working with grades / Peter Elbow -- Conversation continues: a dialogue on grade inflation / Kathleen Blake Yancey, Michael Bernard-Donals, Margaret Daisley, Maureen Neal, Steven VanderStaay, Nick Carbone, and Brain Huot.

Review: "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.

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Includes bibliographical references (pages 193-207) and index.

Print version record.

"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.

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