Instructor's Resource Manual to accompany Ramage Bean Johnson The Allyn and Bacon Guide to Writing, 3rd edition/Brief edition/Concise edition with The WPA outcomes statement for first-year composition

Harrington, Susanmarie

Longman

Educators strive to create “assessment cultures” in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad’s 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches. For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad’s original process, to make DCM even more responsive to local needs and exigencies. Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM’s flexibility, and presents an informed discussion of its limits and its potentials.

Organic Writing Assessment: Dynamic Criteria Mapping in Action

Reference

Adler-Kassner, Linda

Broad, Bob

Alford, Barry

Detweiler, Jane

Estrem, Heidi

McBride, Maureen

Stalions, Eric

Weeden, Scott

Words, Language & Grammar

Utah State University Press

Basic Writing As a Political Act: Public Conversations About Writing and Literacies (Research in the Teaching of Rhetoric & Composition)

This is an empirical study of basic writing in the contemporary academy from the perspective of students as two urban institutions, and from basic writing courses and programs from a variety of colleges and universities. The authors examine perceptions of in-school writing and how basic writing programs have been created and maintained b drawing on basic writing syllabi and program information from a variety of colleges and universities. They look at ways the institution of basic writing an make better pedagogical and political use of students' entering perceptions of their courses, and students' past experiences.

Literature & Fiction

Hampton Pr

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