CHAPTER 1 Writing Assignments and Essay Topics
Constructing Writing Assignments
Planning Assignments for Discovery and Revision
Sequencing Writing Assignments
Writing Assignments Presented in Written Form
Heuristic for the Writer of Writing Assignments
Class Discussion of the Assignment
Prewriting
Sample Assignments for a Writing Course
Understanding the Writing Process
Planning and Drafting
Revising and Editing
Constructing and Analyzing Argument
Constructing Paragraphs
Constructing Grammatical Sentences
Using Dictionaries
Varying Tone
Analyzing Experience
Becoming a Researcher
Assigning a Research Paper
Selected References
CHAPTER 2 Helping Students Do Well on Writing Assignments
Essay Tests and Writing Assessment
Understanding the Assignment
Writing Clear Essay Questions
Responding to Unclear Essay Assignments
The Role of Memory
Working within Time Constraints
The Twenty-Minute Essay
The Thirty-Minute Essay
The Forty-Five-Minute Essay
One-, Two-, and Three-Hour Essays
Organizing the Response
Revising and Editing
Computer Assisted Writing and Responding
Avoiding Plagiarism
Selected References
CHAPTER 3 Responding to Student Writing
Purposes and Effects of Responding
Responding to Drafts
Authority, Responsibility, and Control
Sample Student Paper in Two Drafts
Collaborative Writing
Using Student Response Groups
Fostering Self-Assessment
Handling the Paper Load
Presentation Copy
Conclusion
Selected References
CHAPTER 4 Issues in Grading Writing and Using Scoring Guides
Grading and Student Motivation
Using Scoring Guides to Improve Assignments and Teacher Grading
Scoring Guide
Using Scoring Guides in Peer Group Assessment
Using Scoring Guides to Help Students Assess Their Own Work
Conclusion
Selected References
CHAPTER 5 Using Writing for Placement and Assessment
Is Placement a Good Idea?
Criteria for a Placement or Diagnostic Test
Directed Self-Placement
The New ÒWritingÓ Portion of the SAT and ACT
Transfer Credit, Advanced Placement, CLEP, and Dual Enrollment
Exit and Proficiency Assessments
Procedures for Developing Assessments
Exit Assessments
Proficiency Barrier Assessments
Goals of Proficiency Assessment at the University Level
Types of Proficiency Assessments in Use
Multicampus Testing
Campus Testing Programs
Course Certification
Writing-Intensive Courses
Test with Course Option
Portfolio Assessment
Certification through General Faculty Involvement
Writing Assessment and Special Needs Students
Language Issues
Physical Disabilities
Learning Disabilities
Computer Scoring of Writing
Selected References
Disabilities References
CHAPTER 6 Evaluating Impromptu Writing Based on Personal Experience
The Value and Limitation of Impromptu Writing
Writing about Personal Experience
Essay Test 1: Personal-Experience Assignment 1
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Essay Test 2: Personal-Experience Assignment 2
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Essay Scoring beyond the Classroom: Using Group Scores
Pretesting and Posttesting Using Impromptu Writing
Selected References
CHAPTER 7 Evaluating Impromptu Writing Based on Given Texts
Literature and the Teaching of Writing
Essay Test 3: Text-Based Topic 1
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Essay Test 4: Text-Based Topic 2
Holistic Scoring Guide
Sample Student Essays
Discussion of the Essays
Constructive Notes on Impromptu Writing for Assessment
Selected References
CHAPTER 8 Using Portfolios
A Brief History of Portfolios and Their Evaluation
Problems with Holistic Scoring of Portfolios
Keys to Phase 2: Goals Statements and the Reflective Letter
Teacher-Graded Course Portfolios
Staff-Graded Course Portfolios
Outcomes Assessments
Scoring Portfolios Based on the Reflective Letter
Appendix: Sample Goals Statements
A. California State University at San Bernardino, Department of English GOALS for English Majors
B. Northern Arizona University Goals for English 105
C. Arizona State University Writing Programs Course Goals, Objectives, and Outcomes
D. University of Arizona, Electrical and Computer Engineering Writing Outcomes
Selected References
EPILOGUE
Concluding Notes on Assessment and the Teaching of Writing
Index