Grading Students' Classroom Writing: Issues and Strategies: ASHE-ERIC Higher Education Research Report

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Wiley, Jun 26, 2000 - Education - 117 pages
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"For professors concerned with how best to grade students' writing, this monograph will be a must. It is particularly helpful in its coverage of how to provide effective feedback on students' writing. It also should stimulate most readers to new insights about the relationship between grading student writing and the students' writing process."
--Barbara TownsAnd, professor of education, University of Missouri-Columbia

This report explores the connection between the process of writing and the process of grading. It also explains how to construct effective writing assignments, resolve issues of fairness and professional judgment, include students in the process of assessment, and provide effective feedback to students as they revise their writing. Speck synthesizes the best practices in teaching and learning to help faculty and part-time instructors envision grading as a process, not a product.

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The writing Process and Grading Students writing
Marrying the Writing and Grading Processes
Determining and Specifying What Is Essential

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About the author (2000)

BRUCE W. SPECK is associate vice chancellor for academic affairs at The University of North Carolina at Pembroke (UNCP). Before his position at UNCP, he was acting director of the Center for Academic Excellence and professor of English at The University of Memphis.

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