Download Beyond outcomes: assessment and instruction within a by Richard Haswell PDF

By Richard Haswell

Writing review courses aid position coming into and mid-career scholars in composition classes on the applicable point, display screen the growth of these scholars, and help in putting them in writing classes all through their undergraduate careers. those similar universities even have writing guide courses, which would comprise writing facilities, writing-across-the-curriculum tasks, and freshman and complicated composition courses. At many associations, notwithstanding, writing review isn't unavoidably thought of basic to writing guide, and there's little verbal exchange among the review application and the composition application. This ebook demonstrates that writing review and guideline courses could be effectively integrated.

The individuals learn the advance of the writing overview and guide software at Washington kingdom collage, that's nationally well-known for its good fortune. In doing so, they supply tips to different associations making plans to improve related built-in courses. the amount argues that writing overview and guide may still tell and impression one another; that they need to evolve jointly; and they may be built in the community. by means of tracing the good fortune of the WSU software, the authors without delay problem using nationwide packaged evaluation courses, akin to standardized placement tests.

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I couldn’t tell, from the published descriptions, exactly what happened to those junior portfolios—or even whether, in the long run, I’d really call them portfolios. I wanted to know more about the two-tiered rating system—how it worked, how one could test its reliability, whether it really had an impact on instruction. I wanted to know a lot more about the instructional context for the assessment, about the territory “beyond outcomes” (as our title puts it). How did the institution guarantee that students would have enough writing for a portfolio?

On the other hand, the reform was heading—at least from our perspective—in some worrisome, even reactionary directions. Most troubling was the way the writing examination system was shaping up. The entry exam had been piloted as a one-shot, sit-down, impromptu essay, graded holistically with rates converted to placements. Worse was the mandate for the “rising-junior’’ examination, because it was being conceived as a barrier test, a hurdle that had to be passed before a student could “qualify” to take upper-division, writing-intensive courses.

The Center manages to inculcate a consistent philosophy about the teaching of writing and responsible interaction with peers. The educational benefits to students who serve as peer facilitators and tutors in the Center are clearly among the important by-products of the writing initiative. Similarly, training faculty readers in the techniques of assessment has carried the initiative out into all the colleges and infused knowledge of writing assessment throughout the institution. The ecology of writing assessment at WSU includes not only the Writing Program but also the General Education Program and, to a certain extent, the major programs.

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