Assigning, Responding, Evaluating A Writing Teacher's Guide

ISBN-10: 031243930X

ISBN-13: 9780312439309

Edition: 4th 2007

Authors: Edward M. White

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Assigning, Responding, Evaluating offers teaching faculty a new kind of support for the writing class. It is not a mere collection of tests and assignments, though it includes both, but is rather an evaluation guide based on writing and reading theory and integrally related to the teaching of writing. It is designed to help the teacher create writing assignments, evaluate student writing, and respond to that writing in a consistent and explainable way. Book jacket.
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Book details

List price: $37.99
Edition: 4th
Copyright year: 2007
Publisher: Bedford/Saint Martin's
Publication date: 9/12/2006
Binding: Paperback
Pages: 224
Size: 5.75" wide x 8.75" long x 0.50" tall
Weight: 0.638
Language: English

Writing Assignments and Essay Topics
Constructing Writing Assignments
Planning Assignments for Discovery and Revision
Sequencing Writing Assignments
Writing Assignments Presented in Written Form
Heuristic for the Writer of Writing Assignments
Class Discussion of the Assignment
Sample Assignments for a Writing Course
Understanding the Writing Process
Planning and Drafting
Revising and Editing
Constructing and Analyzing Argument
Constructing Paragraphs
Constructing Grammatical Sentences
Using Dictionaries
Varying Tone
Analyzing Experience
Becoming a Researcher
Assigning a Research Paper
Selected References
Helping Students Do Well on Writing Assignments
Essay Tests and Writing Assessment
Understanding the Assignment
Writing Clear Essay Questions
Responding to Unclear Essay Assignments
The Role of Memory
Working within Time Constraints
The Twenty-Minute Essay
The Thirty-Minute Essay
The Forty-Five-Minute Essay
One-, Two-, and Three-Hour Essays
Organizing the Response
Revising and Editing
Computer Assisted Writing and Responding
Avoiding Plagiarism
Selected References
Responding to Student Writing
Purposes and Effects of Responding
Responding to Drafts
Authority, Responsibility, and Control
Sample Student Paper in Two Drafts
Collaborative Writing
Using Student Response Groups
Fostering Self-Assessment
Handling the Paper Load
Presentation Copy
Selected References
Issues in Grading Writing and Using Scoring Guides
Grading and Student Motivation
Using Scoring Guides to Improve Assignments and Teacher Grading
Scoring Guide
Using Scoring Guides in Peer Group Assessment
Using Scoring Guides to Help Students Assess Their Own Work
Selected References
Using Writing for Placement and Assessment
Is Placement a Good Idea?
Criteria for a Placement or Diagnostic Test
Directed Self-Placement
The New "Writing" Portion of the SAT and ACT
Transfer Credit, Advanced Placement, CLEP, and Dual Enrollment
Exit and Proficiency Assessments
Procedures for Developing Assessments
Exit Assessments
Proficiency Barrier Assessments
Goals of Proficiency Assessment at the University Level
Types of Proficiency Assessments in Use
Multicampus Testing
Campus Testing Programs
Course Certification
Writing-Intensive Courses
Test with Course Option
Portfolio Assessment
Certification through General Faculty Involvement
Writing Assessment and Special Needs Students
Language Issues
Physical Disabilities
Learning Disabilities
Computer Scoring of Writing
Selected References
Disabilities References
Evaluating Impromptu Writing Based on Personal Experience
The Value and Limitation of Impromptu Writing
Writing about Personal Experience
Personal-Experience Assignment 1
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Personal-Experience Assignment 2
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Essay Scoring beyond the Classroom: Using Group Scores
Pretesting and Posttesting Using Impromptu Writing
Selected References
Evaluating Impromptu Writing Based on Given Texts
Literature and the Teaching of Writing
Text-Based Topic 1
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Text-Based Topic 2
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Constructive Notes on Impromptu Writing for Assessment
Selected References
Using Portfolios
A Brief History of Portfolios and Their Evaluation
Problems with Holistic Scoring of Portfolios
Keys to Phase 2: Goals Statements and the Reflective Letter
Teacher-Graded Course Portfolios
Staff-Graded Course Portfolios
Outcomes Assessments
Scoring Portfolios Based on the Reflective Letter
Appendix: Sample Goals Statements
California State University at San Bernardino, Department of English GOALS for English Majors
Northern Arizona University Goals for English 105
Arizona State University Writing Programs Course Goals, Objectives, and Outcomes
University of Arizona, Electrical and Computer Engineering Writing Outcomes
Selected References
Concluding Notes on Assessment and the Teaching of Writing
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