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The Theory and Practice of Grading Writing: Problems and by Frances Zak, Christopher C. Weaver

By Frances Zak, Christopher C. Weaver

Grading is among the thorniest concerns writing lecturers needs to take care of, but, unusually little has been written in this subject. As writing lecturers flow more and more towards practices that concentrate on writing as a strategy, they face a starting to be have to reassess their platforms of grading to figure out even if those platforms aid their pedagogies. The authors interrogate the grading of person papers in addition to portfolios and the assigning of end-of-term grades. This assortment explores the problems and difficulties that experience emerged as traditional grading practices have lagged in the back of and been challenged through new theories of language. whereas the publication may be of curiosity to theorists, Zak and Weaver have additionally made the publication correct and important to academics whose fundamental curiosity is the sensible effects of concept of their study rooms. the place theoretical dialogue happens, the language is apparent and available. a number of the authors write at once from own adventure, telling tales of the study room or writing of recent options and methods they've got attempted. They converse with the voices of lecturers, and the tone and content material in their phrases express a feeling of the immediacy of the subject.

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The Theory and Practice of Grading Writing: Problems and Possibilities

Grading is without doubt one of the thorniest concerns writing academics needs to care for, but, strangely little has been written in this subject. As writing lecturers movement more and more towards practices that concentrate on writing as a method, they face a transforming into have to re-evaluate their platforms of grading to figure out even if those structures aid their pedagogies.

Extra info for The Theory and Practice of Grading Writing: Problems and Possibilities

Sample text

Those who advocate the use of evaluators external to the participants in a classroom have refocused the problem of assigning grades by focusing on who assigns grades, not how grades are assigned. In a bit of sleight of hand, proponents of external evaluators assume that because the evaluators are experts—either teachers or professionals in a particular discipline—the problem of how grades are assigned is solved.  External graders are extremely important in providing insight into how a teacher can maintain integrity as a helper while ensuring that students receive summative evaluations of their work.

However, in the context of the author's obvious anxiety about a collapsing "uniformity" and stability in grading (586), it seems fair to assume that an adjective like "fixed" carried more than a purely technical function.  Metaphors of salvation and "sin" (588) are, in fact, frequent in the essay.  Schwegler has, in fact, criticized these thinkers for not going far enough in adopting "social, interactive perspectives" on grading, and he thus offers his own proposals for responding to make evident "the extent to which the process is grounded in personal, social, and cultural ideology and experience" (211, 212).

Do they ever violate their own strategies (153)?  By now, the sheer preponderance of evidence revealing our grading discrepancies places our credibility as evaluators into question. " We might discount such findings for the profession today since (1) the results predate writing process reforms, and (2) the subjects were not yet full­fledged teachers.  Harris' study of high school teachers of writing, Harris discovered that the criteria teachers indicated as most important for evaluating writing were not the criteria that influenced them most when they actually graded.

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