Assigning, Responding, Evaluating A Writing Teacher's Guide

by White, Edward M.; Wright, Cassie A.

• ISBN13: 9781319007461
• ISBN10: 1319007465
• Edition: 5th
• Format: Paperback
• Copyright: 2015-05-08
• Publisher: Bedford/St. Martin's

Summary

Assigning, Responding, Evaluating: A Writing Teachers Guide helps you create writing assignments, evaluate student writing, and respond to that writing in a consistent and explainable way.

Table of Contents

1 Constructing Assignments

PLANNING ASSIGNMENTS FOR DISCOVERY AND REVISION

A Heuristic for Composition Assignments

SEQUENCIN G WRITING ASSIGNMENTS

CONSTRUCTING EFFECTIVE WRITING ASSIGNMENTS

DISCUSSING WRITING ASSIGNMENTS WITH STUDENTS

A Note on Open Topics

PRE WRITING AND COLLABORATIVE WRITING

Collaborating Using Digital Media

Digital Media and Copyright

AVOIDING PLAGIARISM

LITERATURE AND THE TEACHING OF WRITING

ESL AND CULTURALLY RELEVANT ASSIGNMENT DESIGN

2 Sample Writing Assignments

THE VALUE AND LIMITATION OF IMPROMPTU WRITING

ASSIGNMENTS BASED ON PERSONAL EXPERIENCE

Personal Experience Assignment 1: Description and Tone

Personal Experience Assignment 2: Analyzing Values in Objects

ASSIGNMENTS BASED ON TEXTS

Text-Based Assignment 1: Understanding a Single Text

Text-Based Assignment 2: Comparing and Contrasting Two Texts

DIGITAL WRITING ASSIGNMENTS

Research Assignment 1: Exploring Topics — Considering the Limits and Potentials of Google

Research Assignment 2: Reading Like a Rhetorician

Digital Style Assignment: Twitter &/as Platonic Dialogue

Style Assignment: Spoken Word

ADDRESSING ESL CONCERNS IN ASSIGNING WRITING

PART II RESPONDING

3 Ways of Responding to Student Writing

PURPOSES AND EFFECTS OF RESPONDING

AUTHORITY, RESPONSIBILITY, AND CONTROL

RESPONDING TO DRAFTS

USING STUDENT RESPONSE GROUPS (PEER REVIEW)

SAMPLE STUDENT PAPER IN TWO DRAFTS

Responding 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 MENT

HANDLING THE PAPER LOAD

A Note on Presentation Copy

4 Using Assessment as Part of Teaching

ASSESSMENT AND STUDENT MOTIVATION

MET HODO LOGIES OF SCORIN G WRITIN G: HOLISTIC, ANA LYTIC, AND PRIMARY TRAIT

USING HOLISTI C SCORING GUIDES TO IMPROVE ASSIGNMENTS

Sample Scoring Guide 1: 6-Point Scale for Assigned Topic

Sample Scoring Guide 2: 2-Point Scale for Research-Based Writing

Sample Scoring Guide 3: Close Reading

Sample Scoring Guide 4: Multiple Trait Scoring for Rhetorical Analysis

USING SCORING GUIDES AS PART OF TEACHING WRITING

PART III EVALUATING

5 Grading Writing Using Holistic Scoring Guides

EVALUATING IMPROMPTU WRITING BASED ON PERSONAL EXPERIENCE

Essay Test 1: Personal Experience Assignment

Essay Test 2: Personal Experience Assignment 2

EVALUATIN G IMPROMPTU WRITING BASED ON GIVEN TEXTS

Essay Test 3: Text-Based Assignment 1

Essay Test 4: Text-Based Assignment 2

NOTES ON IMPROMPTU WRITING FOR ASSESSMENT

6 Using Portfolios

A BRIEF HISTORY OF PORTFOLIOS AND THEIR EVALUATION

problems with holistic portfolio scoring

KEYS TO THE PHASE 2 METHOD: GOALS STATEMENTS AND THE REFLECTIVE LETTE

The Importance of Goals Statements

The Importance of the Student Reflective Letter

TEACHER -GRADED COURSE PORTFOLIOS

Scoring Portfolios Based on the Reflective Letter

STAFF-GRADED COURSE PORTFOLIOS

Content of the Portfolio

Leaving or Removing Original Grades and Comments

Scoring Procedures

Criteria for Scoring Reliably

Appeals Procedures

SAMPLE GOALS STATEMENTS

California State University, 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

7 Writing Programs and Evaluation

ASSESSMENT AND WRITIN G PROGRAM ADMINISTRATION: PLACEMENT, DIAGNOSTIC, EXIT , AND PROFICIENCY TEST

Instructor Placement

Committee Placement

DIRECTED SELF-PLACEMENT

ADMISSIONS AND TRANSFER CREDIT

WRITIN G ASSESS MENT ACROSS THE DIS CIPLINES

USING IMPROMPTU WRITING AND GROUP SCORING FOR RESEARCH

PROGRAM EVALUATION IN THE FUTURE

EPILOGUE

Appendix: Important Educational Policies for Composition Teachers

GOALS STATEMENTS AND FIRST-YEAR COMPOSITION

DIGITAL WRITIN G AND TWENTY-FIRST-CENTURY LITERACIES

ESL AND SECOND-LANGUAGE WRITING

WPA OUTCOMES STATEMENT FOR FIRST-YEAR COMPOSITION (V3.0)

Index