The Theory and Practice of Grading Writing

Frances Zak

ISBN 10: 0791436705 / ISBN 13: 9780791436707

Published by State University of New York Press, US, 1998

About this Item

Explores grading strategies for English composition teachers that are consistent with modern discourse and pedagogical theories.CHOICE 1997 Outstanding Academic BooksGrading is one of the thorniest issues writing teachers must deal with, yet, surprisingly little has been written on this topic. As writing teachers move increasingly toward practices that focus on writing as a process, they face a growing need to reconsider their systems of grading to determine whether or not these systems support their pedagogies. The authors interrogate the grading of individual papers as well as portfolios and the assigning of end-of-term grades. This collection explores the issues and problems that have emerged as conventional grading practices have lagged behind and been challenged by new theories of language. While the book will be of interest to theorists, Zak and Weaver have also made the book relevant and useful to teachers whose primary interest is the practical consequences of theory in their classrooms. Where theoretical discussion takes place, the language is clear and accessible. Many of the authors write directly from personal experience, telling stories of the classroom or writing of new techniques and approaches they have tried. They speak with the voices of teachers, and the tone and content of their words convey a sense of the immediacy of the topic.

Seller Inventory # LU-9780791436707

Bibliographic Details

• Title: The Theory and Practice of Grading Writing
• Publisher: State University of New York Press, US
• Publication Date: 1998
• Language: English
• ISBN 10: 0791436705
• ISBN 13: 9780791436707
• Binding: Paperback
• Condition: New
• Weight: 390 grams

About this title

Synopsis

Explores grading strategies for English composition teachers that are consistent with modern discourse and pedagogical theories.

CHOICE 1997 Outstanding Academic Books

Grading is one of the thorniest issues writing teachers must deal with, yet, surprisingly little has been written on this topic. As writing teachers move increasingly toward practices that focus on writing as a process, they face a growing need to reconsider their systems of grading to determine whether or not these systems support their pedagogies. The authors interrogate the grading of individual papers as well as portfolios and the assigning of end-of-term grades. This collection explores the issues and problems that have emerged as conventional grading practices have lagged behind and been challenged by new theories of language. While the book will be of interest to theorists, Zak and Weaver have also made the book relevant and useful to teachers whose primary interest is the practical consequences of theory in their classrooms. Where theoretical discussion takes place, the language is clear and accessible. Many of the authors write directly from personal experience, telling stories of the classroom or writing of new techniques and approaches they have tried. They speak with the voices of teachers, and the tone and content of their words convey a sense of the immediacy of the topic.

About the Author

Frances Zak is Associate Director of the Writing Program at the State University of New York at Stony Brook. Christopher C. Weaver is Assistant Professor of English at the University of Alaska Southeast..