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Chapter 1 Writing Assignments and Essay Topics 1
Constructing Writing Assignments 2
Planning Assignments for Discovery and Revision 2
Sequencing Writing Assignments 2
Writing Assignments Presented in Written Form 5
Heuristic for the Writer of Writing Assignments 7
Class Discussion of the Assignment 8
Prewriting 9
Sample Assignments for a Writing Course 10
Understanding the Writing Process 10
Planning and Drafting 11
Revising and Editing 12
Constructing and Analyzing Argument 14
Constructing Paragraphs 14
Constructing Grammatical Sentences 15
Using Dictionaries 17
Varying Tone 17
Analyzing Experience 18
Becoming a Researcher 19
Assigning a Research Paper 21
Selected References 23
Chapter 2 Helping Students Do Well on Writing Assignments 25
Essay Tests and Writing Assessment 25
Understanding the Assignment 28
Writing Clear Essay Questions 28
Responding to Unclear Essay Assignments 31
The Role of Memory 34
Working within Time Constraints 35
The Twenty-Minute Essay 36
The Thirty-Minute Essay 37
The Forty-Five-Minute Essay 37
One-, Two-, and Three-Hour Essays 38
Organizing the Response 39
Revising and Editing 41
Computer Assisted Writing and Responding 42
Avoiding Plagiarism 43
Selected References 47
Chapter 3 Responding to Student Writing 49
Purposes and Effects of Responding 50
Responding to Drafts 53
Authority, Responsibility, and Control 55
Sample Student Paper in Two Drafts 57
Collaborative Writing 63
Using Student Response Groups 64
Fostering Self-Assessment 67
Handling the Paper Load 68
Presentation Copy 69
Conclusion 70
Selected References 71
Chapter 4 Issues in Grading Writing and UsingScoring Guides 73
Grading and Student Motivation 73
Using Scoring Guides to Improve Assignments and Teacher Grading 75
Scoring Guide 75
Using Scoring Guides in Peer Group Assessment 82
Using Scoring Guides to Help Students Assess Their Own Work 83
Conclusion 84
Selected References 85
Chapter 5 Using Writing for Placement and Assessment 87
Is Placement a Good Idea? 87
Criteria for a Placement or Diagnostic Test 89
Directed Self-Placement 91
The New "Writing" Portion of the SAT and ACT 93
Transfer Credit, Advanced Placement, CLEP, and Dual Enrollment 93
Exit and Proficiency Assessments 94
Procedures for Developing Assessments 95
Exit Assessments 97
Proficiency Barrier Assessments 99
Goals of Proficiency Assessment at the University Level 100
Types of Proficiency Assessments in Use 101
Multicampus Testing 102
Campus Testing Programs 102
Course Certification 104
Writing-Intensive Courses 105
Test with Course Option 107
Portfolio Assessment 108
Certification through General Faculty Involvement 109
Writing Assessment and Special Needs Students 112
Language Issues 112
Physical Disabilities 114
Learning Disabilities 114
Computer Scoring of Writing 115
Selected References 116
Disabilities References 117
Chapter 6 Evaluating Impromptu Writing Based on Personal Experience 119
The Value and Limitation of Impromptu Writing 119
Writing about Personal Experience 120
Essay Test 1: Personal-Experience Assignment 1 121
Holistic Scoring Guide 123
Sample Student Essays 124
Discussion of the Essays 128
Essay Test 2: Personal-Experience Assignment 2 129
Holistic Scoring Guide 130
Sample Student Essays 131
Discussion of the Essays 137
Essay Scoring beyond the Classroom: Using Group Scores 137
Pretesting and Posttesting Using Impromptu Writing 138
Selected References 139
Chapter 7 Evaluating Impromptu Writing Based on Given Texts 141
Literature and the Teaching of Writing 142
Essay Test 3: Text-Based Topic 1 144
Holistic Scoring Guide 144
Sample Student Essays 145
Discussion of the Essays 150
Essay Test 4: Text-Based Topic 2 152
Holistic Scoring Guide 153
Sample Student Essays 154
Discussion of the Essays 160
Constructive Notes on Impromptu Writing for Assessment 161
Selected References 162
Chapter 8 Using Portfolios 163
A Brief History of Portfolios and Their Evaluation 164
Problems with Holistic Scoring of Portfolios 165
Keys to Phase 2: Goals Statements and the Reflective Letter 169
Teacher-Graded Course Portfolios 169
Staff-Graded Course Portfolios 171
Outcomes Assessments 177
Scoring Portfolios Based on the Reflective Letter 181
Appendix: Sample Goals Statements 183
A California State University at San Bernardino, Department of English GOALS for English Majors 183
B Northern Arizona University Goals for English 105 184
C Arizona State University Writing Programs Course Goals, Objectives, and Outcomes 184
D University of Arizona, Electrical and Computer Engineering Writing Outcomes 187
Selected References 187
Epilogue
Concluding Notes on Assessment and the Teaching of Writing 189
Index 191
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Add Assigning, Responding, Evaluating: A Writing Teacher's Guide, 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 , Assigning, Responding, Evaluating: A Writing Teacher's Guide to the inventory that you are selling on WonderClubX
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Add Assigning, Responding, Evaluating: A Writing Teacher's Guide, 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 , Assigning, Responding, Evaluating: A Writing Teacher's Guide to your collection on WonderClub |