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Assigning, responding, evaluating : a writing teacher's guide

Author: Edward M White
Publisher: Boston, MA : Bedford/St. Martin's Press, ©2007.
Edition/Format:   Print book : English : 4th edView all editions and formats
Database:WorldCat
Summary:
From the Publisher: 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.
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Document Type: Book
All Authors / Contributors: Edward M White
ISBN: 031243930X 9780312439309
OCLC Number: 83258677
Description: xi, 196 pages ; 23 cm
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 --
Role of memory --
Working within time constraints --
Twenty-minute essay --
Thirty-minute essay --
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 --
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 --
Multi campus 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 --
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 post testing 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 --
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.
Other Titles: Writing teacher's guide
Responsibility: Edward M. White.

Abstract:

From the Publisher: 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.

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