Assigning, Responding, Evaluating: A Writing Teacher's Guide / Edition 4

Assigning, Responding, Evaluating: A Writing Teacher's Guide / Edition 4

by Edward M. White
     
 

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ISBN-10: 031243930X

ISBN-13: 9780312439309

Pub. Date: 09/12/2006

Publisher: Bedford/St. Martin's

Ed White's practical guide to designing writing assignments, writing tests, and evaluating student writing has been thoroughly updated for the fourth edition, including new sections on directed self-placement, computer scoring of writing, Phase 2 scoring of portfolios, and much more.

Overview

Ed White's practical guide to designing writing assignments, writing tests, and evaluating student writing has been thoroughly updated for the fourth edition, including new sections on directed self-placement, computer scoring of writing, Phase 2 scoring of portfolios, and much more.

Product Details

ISBN-13:
9780312439309
Publisher:
Bedford/St. Martin's
Publication date:
09/12/2006
Edition description:
Fourth Edition
Pages:
224
Product dimensions:
5.90(w) x 8.90(h) x 0.60(d)

Table of Contents

CHAPTER 1 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

Prewriting

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

CHAPTER 2 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

CHAPTER 3 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

Conclusion

Selected References

CHAPTER 4 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

Conclusion

Selected References

CHAPTER 5 Using Writing for Placement and Assessment

Is Placement a Good Idea?

Criteria for a Placement or Diagnostic Test

Directed Self-Placement

The New ÒWritingÓ 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

CHAPTER 6 Evaluating Impromptu Writing Based on Personal Experience

The Value and Limitation of Impromptu Writing

Writing about Personal Experience

Essay Test 1: Personal-Experience Assignment 1

Holistic Scoring Guide

Sample Student Essays

Discussion of the Essays

Essay Test 2: 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

CHAPTER 7 Evaluating Impromptu Writing Based on Given Texts

Literature and the Teaching of Writing

Essay Test 3: Text-Based Topic 1

Holistic Scoring Guide

Sample Student Essays

Discussion of the Essays

Essay Test 4: Text-Based Topic 2

Holistic Scoring Guide

Sample Student Essays

Discussion of the Essays

Constructive Notes on Impromptu Writing for Assessment

Selected References

CHAPTER 8 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

A. California State University at San Bernardino, Department of English GOALS for English Majors

B. Northern Arizona University Goals for English 105

C. Arizona State University Writing Programs Course Goals, Objectives, and Outcomes

D. University of Arizona, Electrical and Computer Engineering Writing Outcomes

Selected References

EPILOGUE

Concluding Notes on Assessment and the Teaching of Writing

Index

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