Assessing the Teaching of Writing: Twenty-First Century by Amy E. Dayton

By Amy E. Dayton

Although fraught with politics and different perils, instructor assessment can give a contribution in vital, confident how one can school improvement at either the person and the departmental degrees. but the logistics of making a sound overview are complex. Inconsistent tools, rater bias, and overreliance on pupil assessment kinds have confirmed challenging. The essays in Assessing the instructing of Writing show confident methods of comparing instructor functionality, taking into account the giant variety of variables involved.

participants to the quantity learn a number basic matters, together with the political context of declining country money in schooling; transforming into public critique of the professoriate and calls for for responsibility because of federal coverage projects like No baby Left in the back of; the expanding sophistication of evaluation tools and applied sciences; and the continued curiosity within the scholarship of training. the 1st part addresses matters and advances in evaluate methodologies, and the second one takes a better examine distinct person websites and versions of overview. Chapters jointly argue for viewing instructor overview as a rhetorical practice.

Fostering new methods of considering instructor assessment, Assessing the instructing of Writing will be of serious curiosity not just to writing software directors but additionally to these fascinated with school improvement and instructor evaluation outdoor the writing program. 

Show description

Read Online or Download Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies PDF

Similar rhetoric books

The Future of Invention: Rhetoric, Postmodernism, and the Problem of Change

Smaller, unmarried web page, retail caliber model of a prior upload

Examines the idea that of rhetorical invention from an affirmative, nondialectical perspective.

From the again Cover

The way forward for Invention hyperlinks classical rhetorical practices of invention with the philosophical paintings of Gilles Deleuze and Jacques Derrida and proposes that one of the most an important implications of postmodern thought have long past mostly unattended. Drawing on such classical rhetorical strategies as doxa, imitation, kairos, and topos, and interesting key works by way of Aristotle, Plato, the Sophists, and others, John Muckelbauer demonstrates how rhetorical invention can provide a nondialectical, "affirmative" feel of switch that invitations us to reconsider the ways that we learn, write, and reply to others.

"This may be the main fascinating and cutting edge (inventive) publication on rhetorical invention I've encountered for the reason that Deleuze's what's Philosophy? Muckelbauer not just contributes to but additionally essentially alters the dialog in this subject. He manages whatever that's virtually nonexistent within the field--to learn (to stick to textual strains, openings, possibilities) instead of just to interpret. such a lot reports in rhetorical invention, in the past, were mired in a number of humanist presumptions in regards to the thinking/inventing subject--this paintings bargains a major problem to that technique, no longer by way of arguing with it yet through appearing anything very assorted. " -- Diane Davis, writer of breaking apart [at] Totality: A Rhetoric of Laughter

"This e-book includes a wealth of creative techniques to big matters in either postmodern concept and the sphere of rhetorical experiences. Muckelbauer argues for and provides an unique variety of engagement with those concerns that transforms scholarly discourse on invention. " -- Bradford Vivian, writer of Being Made unusual: Rhetoric past Representation

About the Author

John Muckelbauer is Assistant Professor of English on the collage of South Carolina.

Writing in Foreign Language Contexts: Learning, Teaching, and Research (Second Language Acquisition)

This booklet represents the main complete account to this point of international language writing. Its simple target is to mirror severely on the place the sector is now and the place it must move subsequent within the exploration of international language writing on the degrees of thought, examine, and pedagogy.

Many Sides: A Protagorean Approach to the Theory, Practice and Pedagogy of Argument

Many aspects is the 1st full-length examine of Protagorean antilogic, an argumentative perform with deep roots in rhetorical heritage and renewed relevance for modern tradition. based at the philosophical relativism of Protagoras, antilogic is a dynamic instead of a proper method of argument, concentrated largely at the dialogical interplay of opposing positions (anti-logoi) in controversy.

Strategic Maneuvering in Argumentative Discourse: Extending the pragma-dialectical theory of argumentation

In Strategic Maneuvering in Argumentative Discourse, Frans H. van Eemeren brings jointly the dialectical and the rhetorical dimensions of argumentation by means of introducing the idea that of strategic maneuvering. Strategic maneuvering refers back to the arguer’s continuous efforts to reconcile aiming for effectiveness with being average.

Extra info for Assessing the Teaching of Writing: Twenty-First Century Trends and Technologies

Sample text

As noted by Lee Shulman (2000), former president of the Carnegie Foundation for the Advancement of Teaching, the scholarship of teaching and learning goes beyond effective teaching. Effective teaching results in enhanced student learning, as described in the WPA Outcomes Statement, which details expected student outcomes in five areas. The document distills the discipline’s current best theoretical and pedagogical practices while also remaining true to the contextual nature of writing. The statement seeks to help make student learning, effective teaching, and the assessment of teaching visible to and measurable by others and by disciplinary standards (Council of Writing Program Administrators 2000).

Some of the most commonly used tools include a background knowledge probe, a misconception/preconception check, a one-minute paper, a “muddiest point” response, one-sentence summaries, and concept maps. Of course, some of these activities are also well known writing-to-learn strategies. Significant Results Here Glassick, Huber, and Maeroff (1997) pose practical questions that assess the results of the scholar’s work: “Does the scholar achieve the goals? Does the scholar’s work add consequentially to the field?

What are realistic and achievable outcomes? What are the most important questions that we can ask about our work? When we consider the teaching of writing, we can foster conversations about the goals for instruction. As previously noted, the WPA Outcomes Statement describes a number of general areas in which students need to develop repertoires of writerly tools. Although the outcomes statement focuses on learning in FYC courses, it also suggests learning that can occur in more advanced courses and across the curriculum.

Download PDF sample

Rated 4.21 of 5 – based on 4 votes