Table of Content
1 Constructing Assignments PLANNING ASSIGNMENTS FOR DISCOVERY AND REVISION A Heuristic for Composition Assignments SEQUENCIN G WRITING ASSIGNMENTS CONSTRUCTING EFFECTIVE WRITING ASSIGNMENTS DISCUSSING WRITING ASSIGNMENTS WITH STUDENTS A Note on Open Topics PRE WRITING AND COLLABORATIVE WRITING Collaborating Using Digital Media Digital Media and Copyright AVOIDING PLAGIARISM LITERATURE AND THE TEACHING OF WRITING ESL AND CULTURALLY RELEVANT ASSIGNMENT DESIGN 2 Sample Writing Assignments THE VALUE AND LIMITATION OF IMPROMPTU WRITING ASSIGNMENTS BASED ON PERSONAL EXPERIENCE Personal Experience Assignment 1: Description and Tone Personal Experience Assignment 2: Analyzing Values in Objects ASSIGNMENTS BASED ON TEXTSText-Based Assignment 1: Understanding a Single Text Text-Based Assignment 2: Comparing and Contrasting Two Texts DIGITAL WRITING ASSIGNMENTS Research Assignment 1: Exploring Topics -- Considering the Limits and Potentials of Google Research Assignment 2: Reading Like a Rhetorician Digital Style Assignment: Twitter &/as Platonic Dialogue Style Assignment: Spoken Word ADDRESSING ESL CONCERNS IN ASSIGNING WRITING PART II RESPONDING 3 Ways of Responding to Student Writing PURPOSES AND EFFECTS OF RESPONDING AUTHORITY, RESPONSIBILITY, AND CONTROLRESPONDING TO DRAFTSUSING STUDENT RESPONSE GROUPS (PEER REVIEW) SAMPLE STUDENT PAPER IN TWO DRAFTSResponding to Explorer Post 14: Not Intellectually Prepared Responding to the Revised Explorer Post 14: The New World RESPONDIN G TO COLLABORATIVE WRITIN G FOSTERIN G SELF-ASSESS MENTHANDLING THE PAPER LOAD A Note on Presentation Copy 4 Using Assessment as Part of Teaching ASSESSMENT AND STUDENT MOTIVATION MET HODO LOGIES OF SCORIN G WRITIN G: HOLISTIC, ANA LYTIC, AND PRIMARY TRAITUSING HOLISTI C SCORING GUIDES TO IMPROVE ASSIGNMENTSSample Scoring Guide 1: 6-Point Scale for Assigned Topic Sample Scoring Guide 2: 2-Point Scale for Research-Based WritingSample Scoring Guide 3: Close ReadingSample Scoring Guide 4: Multiple Trait Scoring for Rhetorical Analysis USING SCORING GUIDES AS PART OF TEACHING WRITING PART III EVALUATING 5 Grading Writing Using Holistic Scoring Guides EVALUATING IMPROMPTU WRITING BASED ON PERSONAL EXPERIENCEEssay Test 1: Personal Experience Assignment Essay Test 2: Personal Experience Assignment 2 EVALUATIN G IMPROMPTU WRITING BASED ON GIVEN TEXTSEssay Test 3: Text-Based Assignment 1Essay Test 4: Text-Based Assignment 2NOTES ON IMPROMPTU WRITING FOR ASSESSMENT 6 Using Portfolios A BRIEF HISTORY OF PORTFOLIOS AND THEIR EVALUATIONproblems with holistic portfolio scoringKEYS TO THE PHASE 2 METHOD: GOALS STATEMENTS AND THE REFLECTIVE LETTEThe Importance of Goals Statements The Importance of the Student Reflective Letter TEACHER -GRADED COURSE PORTFOLIOSScoring Portfolios Based on the Reflective LetterSTAFF-GRADED COURSE PORTFOLIOSContent of the PortfolioLeaving or Removing Original Grades and CommentsScoring ProceduresCriteria for Scoring ReliablyAppeals Procedures SAMPLE GOALS STATEMENTSCalifornia State University, San Bernardino, Department of English Goals for English MajorsNorthern Arizona University Goals for English 105Arizona State University Writing Programs Course Goals, Objectives, and OutcomesUniversity of Arizona, Electrical and Computer Engineering Writing Outcomes 7 Writing Programs and Evaluation ASSESSMENT AND WRITIN G PROGRAM ADMINISTRATION: PLACEMENT, DIAGNOSTIC, EXIT , AND PROFICIENCY TESTInstructor PlacementCommittee PlacementDIRECTED SELF-PLACEMENTADMISSIONS AND TRANSFER CREDITWRITIN G ASSESS MENT ACROSS THE DIS CIPLINESUSING IMPROMPTU WRITING AND GROUP SCORING FOR RESEARCHPROGRAM EVALUATION IN THE FUTUREEPILOGUEAppendix: Important Educational Policies for Composition TeachersGOALS STATEMENTS AND FIRST-YEAR COMPOSITION DIGITAL WRITIN G AND TWENTY-FIRST-CENTURY LITERACIESESL AND SECOND-LANGUAGE WRITINGWPA OUTCOMES STATEMENT FOR FIRST-YEAR COMPOSITION (V3.0)Index
