Synopsis
While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature.
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Book Description
Thoroughly reviews the extensive body of research on how to grade student writing.
About the Author
BRUCE W. SPECK is Acting Director of the Center for Academic Excellence and Professor of English at the University of Memphis. He is the author of Managing the Publishing Process: An Annotated Bibliography (1995), Publication Peer Review: An Annotated Bibliography (1993), and Editing: An Annotated Bibliography (1991), all published by Greenwood Press.
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Grading Student Writing: An Annotated Bibliography (eng)
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Condition: New. This reference is a guide to the vast and sometimes bewildering body of research on the grading of student writing. The volume includes entries for more than 1300 books and articles on grading published between 1970 and 1996. Each entry includes an annotation that summarizes the work and its importance. Editor(s): Speck, Bruce W. Num Pages: 340 pages, black & white illustrations. BIC Classification: 2AB; CJCW; GBCR; JNKH1; JNM. Category: (P) Professional & Vocational. Dimension: 235 x 156 x 19. Weight in Grams: 498. . 2009. Revised ed. Paperback. . . . . Seller Inventory # V9781593112820
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