Alternatives to Grading Student Writing by Stephen Tchudi

By Stephen Tchudi

Comparing a student's growth as a author calls for outstanding a fragile stability among the student's wishes and the school's wishes. This selection of essays deals a number of leading edge strategies, concluding with rules for formulating plans of motion for introducing grading choices in study rooms, colleges, and districts.

A number of essays, assembled by way of the NCTE's Committee on choices to Grading scholar Writing.

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Extra resources for Alternatives to Grading Student Writing

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Kathleen Blake Yancey. Urbana: NCTE, 1992. 1-11. Meikle, Robert J. /I ED 229761. [Indexed in Resources in Education (Oct. ] 29 pp. It's Broken-Fix It! Pavan, Barbara Nelson. " Elementary School Journal 73 (Mar. 1973): 333-42. Pemberton, W. A. " ED 047009. ] 42 pp. Presley, John C. " Paper presented at the Tenth Annual Meeting of the Southeastern Conference on English in the Two-Year College. 19-21 Feb. 1981. Biloxi, MS. 15 pp. Probst, Robert E. Response and Analysis: Teaching Literature in Junior and Senior High School.

Trusting developing writers to make decisions is cru­ cial, for feedback they can understand, use, and retain will never be more than a subset of the improvements most pieces need. ") The problems writers can solve and remember how to solve are the problems they can spot on their own or recognize once they've been pointed out. These self­ delineated areas of weakness, clustered around the expanding edges of competence, serve a function that is critical to writers' growth. " Unlike pre­ ventive/corrective teaching and assessment, which identify what an entire age group should know and then "cover" all of it whether or not students retain it, need-focused assessing makes teaching and learning efficient by offering instruction where there's somewhere for it to "stick"-around the edges of existing competence.

The hardest part for me is to remember to leave them at choice about whether to use suggestions. " or "If this were my paper, I might do Y" If they haven't all given themselves "individual assignments" by midterm, I suggest one or two based on patterns in their work­ from contributing more in the large group (if they are shy) to speaking less and drawing out others (if they are not); from working with a list of words they misspell to paying special attention to strong verb forms; from weeding out double negatives from their prose to check­ ing out and practicing semicolon rules.

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