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.
Read online (or offline) with all the highlighting and notetaking tools you need to be successful in this course.Learn More
Table of Contents
ADDRESSING ESL CONCERNS IN ASSIGNING WRITING
PART II RESPONDING3 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 LOAD
A Note on Presentation Copy
4 Using Assessment as Part of TeachingASSESSMENT 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)Index