Evaluating Writing: The Role of Teachers' Knowledge about Text, Learning, and CultureCharles Raymond Cooper, Lee Odell Intended to guide writing teachers through the complexities of evaluation, the essays in this collection represent a variety of approaches to evaluation. The essays display, however, some common beliefs about what is fundamentally important to writing teachers' work--specifically, the need: to distinguish between "grading" and "evaluation"; to develop the ability to describe students' writing; to connect teaching and evaluation; and to continually reexamine assumptions and practices that guide evaluation. Following an introduction by the editors, the 17 essays and their authors are, as follows: (1) "Assessing Thinking: Glimpsing a Mind at Work" (Lee Odell); (2) "What We Know about Genres, and How It Can Help Us Assign and Evaluate Writing" (Charles R. Cooper); (3) "Audience Considerations for Evaluating Writing" (Phyllis Mentzell Ryder, Elizabeth Vander Lei, and Duane H. Roen); (4) "Coaching Writing Development: Syntax Revisited, Options Explored" (William Strong); (5) "Cohesion and Coherence" (Martha Kolln); (6) "Assessing Portfolios" (Sandra Murphy); (7) "How to Read a Science Portfolio" (Denise Stavis Levine); (8) "Using Writing to Assess Mathematics Pedagogy and Students' Understanding" (Richard S. Millman); (9) "Evaluating Student Writing about History" (Kathleen Medina); (10) "Evaluating Students' Response Strategies in Writing about Literature" (Richard W. Beach); (11) "Evaluating the Writing of Culturally and Linguistically Diverse Students: The Case of the African American Vernacular English Speaker" (Arnetha F. Ball); (12) "Latino ESL Students and the Development of Writing Abilities" (Guadalupe Valdes and Patricia Anloff Sanders); (13) "Texts in Contexts: Understanding Chinese Students' English Compositions" (Guanjun Cai); (14) "Reflective Reading: Developing Thoughtful Ways To Respond to Students' Writing" (Chris M. Anson); (15) "Creating a Climate for Portfolios" (Sandra Murphy and Mary Ann Smith); (16) "Integrating Reading and Writing in Large-Scale Assessment" (Fran Claggett); and (17) "Let Them Experiment: Accommodating Diverse Discourse Practices in Large-Scale Writing Assessment" (Roxanne Mountford). (NKA) |
What people are saying - Write a review
We haven't found any reviews in the usual places.
Contents
Describing Texts | 1 |
Glimpsing a Mind at Work | 7 |
What We Know about Genres and How It Can Help | 23 |
15 other sections not shown
Common terms and phrases
AAVE ability academic activities African American approach assessment assignments audience become begin beliefs better chapter Chinese classroom composition connection consider context course cultural demonstrate dents describe discourse discussion draft Education effective encourage English essay evaluation evidence example expectations experience explain express feel focus genres give grade high school ideas important instruction interpretation involved issues journal kinds knowledge language learning linguistic literature look mathematics meaning move narrative notes offer paragraph particular patterns perspective piece portfolios position practice present problem questions readers reading reasons reflect response revision rhetorical role scoring sentence situation social specific Standards story strategies structure suggest teachers teaching things thinking tion topic understand University writing written
Bibliographic information
| Title | Evaluating Writing: The Role of Teachers' Knowledge about Text, Learning, and Culture |
| Editors | Charles Raymond Cooper, Lee Odell |
| Publisher | National Council of Teachers of English, 1999 |
| Original from | the University of California |
| Digitized | Mar 5, 2008 |
| ISBN | 0814116256, 9780814116258 |
| Length | 408 pages |
| Subjects | › › Education / Curricula Language Arts & Disciplines / Writing / General |
| Export Citation | BiBTeX EndNote RefMan |